3.++Teaching+Strategies+that+Work+Well+for+Reluctant+Readers


 * Effective Teaching Strategies that Boost Self-Efficacy in Reluctant Readers **

There are lots of ideas out there on how to best motivate reluctant readers. Some schools implement incentive programs that require lots of time, tests, and prizes. These same schools would be surprised to find out that extrinsic rewards programs actually do very little to motivate students to become life-long readers (Jones and Pooré, 2007, p. 47). Thankfully, there are other more practical, cost-efficient, and enjoyable ways to motivate reluctant readers. Bonny Norton (2003) in her article about the motivating power of comic books suggests that one of the most important actions teachers can take to motivate students to read is to stop judging their reading choices so harshly (p. 145). Norton (2003) goes on to explain that often students are drawn to comics because they are funny and humor is a great commodity to most students (p. 142). A teacher who is willing to capitalize on those elements of text that do interest readers would use things like comic books, graphic novels, jokes, silly poems, and even very humorous sections of novels to appeal to readers. Sometimes, reading text should simply be entertaining, especially if one’s goal is to get a reluctant reader interested in the text. Norton (2003) also argues that by letting students choose reading materials that make them laugh or are simply interesting to them, students will develop a sense of ownership about their own reading selections that may end up fostering a greater love of reading (p. 145).

Another important strategy for motivating reluctant readers is to allow them plenty of time to participate in sustained silent reading (Jones and Pooré, 2007, p. 42). Students should always be allowed to select their own reading materials for silent reading time because they will be more likely to engage with the text during the time allotted to them to read. It is also important that the teacher model good reading practices during silent reading time (Jones and Pooré, 2007, p. 42). If students believe that silent reading time is only a filler activity so that the teacher can get work done, they will treat it with it the same disdain they treat mindless busy work. Teachers, if at all possible, should be reading along with students.

Teachers should also maintain a wide variety of books and other reading materials in their classroom libraries. Jones and Pooré (2007) suggest that classroom libraries should include “as wide a variety of books as is practical” (p. 43). In other words, classroom libraries should include magazines, manuals, graphic novels, comic books, nonfiction, fiction, picture books, high level reading books, low level reading books, and just about everything in between (Jones and Pooré, 2007, p. 43). Classroom teachers should also not be afraid to incorporate digital media as part of their classroom library. Students may enjoy reading on-line or on some type of digital reading device (p. 43).

Watson and Stencel (2005) strongly suggest including lots of nonfiction choices in the classroom library. “Time and again, it is the nonfiction books that [students] select first from [the] boxes of books” (p. 8). One of the things that makes nonfiction so popular with reluctant readers is that many times they are already familiar with the topics being discussed in the books (Watson and Stencel, 2005, p. 8). Students are drawn to texts about subjects they are familiar with like cars, famous people, or even sports figures. This concept is also true when dealing with diverse student populations. It is important for students from diverse backgrounds to be able to read texts that they can easily relate to (Blake, 1998, p. 239).

Text familiarity can also be fostered by using some very simple instructional strategies when first introducing reading materials. All reading and content area teachers should strive to make students feel confident that they are capable of accomplishing reading tasks in the classroom. As discussed earlier, this means improving student’s ideas about their own self-efficacy. The following instructional strategies, when used correctly will help students feel more comfortable with the idea of reading and comprehending text even before they begin a book. The first technique, the reading preview, teaches students what good readers do before they begin to read. Have the student look at the cover, read the back of the book, skim and scan several pages in the middle of the book and then make predictions about what they think the book will be about (Blake, 1998, p. 239). Previewing a text seems natural to good readers, but often poor readers just jump right into a text without first trying to make a connection with it. By teaching students how to preview text, teachers are ensuring that students will begin to activate prior knowledge, make connections with what they already know, and begin to predict what a story or text might be about (Blake, 1998, p. 239). Clearly, previewing fosters active thinking.

Text familiarity can also be achieved by having students complete a simple reader anticipation guide. According to Kozen, Murray, and Windell (2006), an anticipation guide is a pre-reading strategy that works well when trying to combine literacy instruction and content area learning (p. 196). Kozen, Murray, and Windell (2006) go on to explain that by using an anticipation guide, teachers are able to easily grab student’s interest and attention and get them thinking about and connecting with the text even before they begin reading (p. 196). By making the student familiar with concepts or problems in the text before they begin reading on their own, the teacher is creating a higher level of comfort with the text. As a result the student will feel more capable of completing the assigned reading. Kozen, Murray, and Windell (2006) state that, “An anticipation guide can be effective in promoting decoding skills, enhancing word meaning, and strengthening comprehension. In addition, as students move through the statements, they use prediction, controversy, and activation of prior knowledge about the topic as motivational devices to get them involved in the material they will later read” (p. 196).

There are many other instructional strategies that are effective in activating student’s prior knowledge. KWL charts, idea webs, and free writes can all be used as ways to get students to begin actively thinking about what they are going to read before they actually begin reading. Simple strategies like the ones mentioned above can easily make the difference for many struggling readers. However, just getting students to feel comfortable with text is not the only goal of a reading teacher. In addition to boosting student familiarity with texts before they read, it is also essential that teachers give students time to talk about text while they are reading and even after they are done reading. Duke and Pearson (2008) claim that a good reading classroom must be rich in high-quality talk about text” (p.108). Duke and Pearson (2006) go on to explain that, “an environment rich in high-quality talk about text “should involve both teacher-to-student and student-to-student talk” (p. 108). This means that it is important for students to be able to talk about their reading with each other and with the teacher. They should be free to ask questions of each other and build on each other’s interpretations of text. This kind of collaborative environment produces better reading comprehension, especially for struggling and reluctant readers.

All of the motivational and instructional strategies mentioned above are wonderful ideas that real teachers have used to promote reading among reluctant readers in their own classrooms. Many of the techniques have been widely researched and are backed by the strong support of educational theorist and accomplished reading teachers. Though none of the strategies mentioned can be termed a magic bullet that will jumpstart every student’s love of reading, using them together may well reach more reluctant readers than could otherwise be reached using traditional, teacher-driven reading instruction. Whatever the answer, it is imperative that teachers attempt to engage all reluctant readers as early and often as possible. Their academic and life-long success could depend on their motivation to read for personal enjoyment, learning, and growth.
 * Conclusion **