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Struggling Reader Profiles*

Struggling Reader Profiles*. Data from 5 th graders. Valencia, S.W., & Buly , M.R. (2004). Behind test scores: What struggling readers really need. The Reading Teacher , 57 (6), 520-531. Research info. Random selection of 108 students who did not pass state test

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Struggling Reader Profiles*

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  1. Struggling Reader Profiles* Data from 5th graders. Valencia, S.W., & Buly, M.R. (2004). Behind test scores: What struggling readers really need. The Reading Teacher, 57(6), 520-531.

  2. Research info • Random selection of 108 students who did not pass state test • None receiving ELL or SPED support • Diagnostic reading assessments • Cluster Analysis • BRI examples of students reading • What do you think are their reading issues and needs?

  3. Automatic Word Callers • Can decode words quickly and accurately • Fail to read for meaning • Instructional needs • Comprehension • Slow down • Focus on meaning • Academic vocabulary

  4. Struggling Word Callers • Trouble with comprehension • Trouble with word identification • Read words too quickly and didn’t monitor or self-correct. • Needs instruction and practice in both oral and written language • Independent reading • Academic language • Comprehension • Decoding

  5. Word Stumblers • Difficulty with word identification • Good comprehension • Reading was slow. • Need • Word identification • Practice reading

  6. Slow Comprehenders • Almost 25% of students in the sample • Strong decoder • Comprehension at grade level • Develop reading stamina • Read short and extended texts • Fluency building: guided repeated oral reading, partner reading

  7. Slow Word Callers • Difficulty with both comprehension and fluency • Many ELLs • Good decoding • Academic vocabulary • Practice reading as grade level • Read for meaning • Comprehension strategies

  8. Disabled Readers • Difficulty with word identification, meaning, AND fluency • Smallest group in study • Beginning levels of word identification • Practice reading easy materials • Comprehension strategies

  9. Your Tutoring Plan • Assessment • How will you determine the student’s strengths and weaknesses? • Instruction • What do you need to do to teach this student?

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