Strategies That Help Struggling Readers' Engagement and Interaction With Complex Texts

• In Event: Marriott Roundtable Session 20
  In Roundtable Session: Critical Issues in Literacy Research Roundtable 2

Abstract

By high school, student academic histories may include gaps in literacy development; some students can decode and read fluently but cannot analyze and synthesize texts to draw conclusions, or make inferences about the author’s purpose—foundational skills essential to critical literacy. This paper describes a case study of one high school teacher and how she addressed this problem. A range of instructional strategies were used namely inquiry processes and scaffolding techniques to guide students through analyses of texts. This study offers strategies throughout the planning and implementation of English language arts lessons. Results show that with guidance, struggling readers are able to closely examine controversial issues encountered in authentic texts well above their reading levels.

Authors

• Salika A. Lawrence, Medgar Evers College, City University of New York

• Tiffany Jefferson, Long Island City High School