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ERIC Number: EJ854546
Record Type: Journal
Publication Date: 2004-Sep
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1710-2146
Struggling Decoders: Reading Fluently and Making Meaning of Text
Henderson, Bill
International Journal of Whole Schooling, v1 n1 p37-38 Sep 2004
A primary responsibility of elementary schools is to help children become independent readers. Once children have started decoding, teachers work hard to make sure that students have access to "just right" books--books that they can read with fluency, good understanding and at least 95% accuracy. Effective teachers support students by offering appropriate word analysis and comprehension strategies so that students can progress to increasingly challenging material. Despite intensive instruction, there are some students with specific learning disabilities who still do not and may never read with fluency. Although these students may have average or above average intelligence, some struggle through grade level texts at relatively slow speeds and without full comprehension. It is hard for these students to keep up with the large quantity of reading required when just using their eyes. They often get frustrated, some get lower grades, and some do give up. In this article, the author stresses that students who have learning disabilities and who continue to struggle with decoding deserve the opportunity to try listening to text. If listening to text enhances their fluency and comprehension, then such opportunities should be provided in all subjects including reading. Students with learning disabilities have the capacity to become independent readers.
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A