Analyzing Educative Procedure for Struggling Readers

It is important to note the difference between a reluctant reader and a struggling reader. A reluctant reader is one who blatantly refuses to engage in participating reading exercises. On the other hand, the more important struggling reader is one who faces difficulty in comprehending words and reading. This could be as a result of language barrier where English is a second language, or due to the upbringing. Also, medical conditions such as dyslexia could be a cause of the challenge in reading. Classifying the students in general terms of their abilities will empower the instructors to zero into the ones who require critical attention. Appropriate Methods of Assessing Struggling Students Once the struggling readers have been accurately identified, they are categorized and assessed according to their needs.

The more concise methods include evaluating their experience with books. It is evident that some of the struggling readers attribute their struggle to the fact that they were not familiarized to books at their early stages of life. Instructors are able to assess the experience of the reader. One of these methods of training that are unique to struggling readers is using mapping patterns. This method of training seeks to liberate the student whose major challenge is in pronunciation. These patterns enable the learner to practice on the pronunciation of the terms. Combining various syllables and phonetics creates a reference base for the learner (Biemiller, 1977). Additionally, the method would require the struggling reader to brainstorm words that can be constructed from the particular syllable combination; an example would be the ‘ight’ syllable.

The reader would read and comprehend the story after which they would narrate the same to the instructors. This will stimulate the comprehension of the reader enhancing their cognitive techniques. The method further boosts the confidence of the reader in spoken English. Imminently an instructor will require creating extra assignments for the struggling student to engage in at home (Wery & Thomson, 2013). Collective Body of Research on Instructing Struggling Readers The teachers’ college of Columbia University has taken on this condition head on and they are keen to improve the ability of children who struggle to read. Evaluation of the Essence of Case Studies It is essential to examine case studies to develop a deeper insight into the problems facing students who struggle to read.

It also provides a platform to collect data which is important to scientists in tackling these problems. For instance, it can be known which gender is most affected and the stages and types that might be there as this condition develops. Collection of this data has helped neural scientists in understanding which parts of the brain are affected by this condition. This is essential in finding solutions that will help students who have to struggle to read. This goes a long way in reducing the number of people affected with this condition and as a result, more and more people start becoming aware of the condition and become more understanding and sensitive towards the people affected by this condition. Thirdly, evaluating case studies is very important because it helps in identifying the unique challenges that each struggling reader faces.

All struggling should not be treated the same because all of them require different remedies for their challenges. Reading is a very complex activity for the brain and several processes are involved. Some may experience visual difficulties in reading and others may face comprehension difficulties. This could offer more insight into the problem (Taylor & Ysseldyke,2017). References Biemiller, A. Relationships between Oral Reading Rates for Letters, Words, and Simple Text in the Development of Reading Achievement.  Reading Research Quarterly, 13(2), 191. Choi, S. International Reading Association.  [Struggling readers] (15th ed. , pp. Newark, Del. McEwan-Adkins, E.  Supporting struggling readers (p. Toronto: Pippin Pub Dunlosky, J. , Rawson, K. A. , Marsh, E. H. Motivating struggling readers in middle school through an engagement model of classroom practice. Reading and Writing , 59-60.