I agree if you have supportive classmates. I want to try some of the techiniques taught, I think those too will help alot.
Hi Cheryl!
Breaking things down to their most manageable parts is a great approach. I know that diagram sentenced when I was in school has certainly helped me over the years.
Keep up the good work!
Jane Davis
ED106 Facilitator
Greetings Nicole!
You are absolutely correct! Practical applications transfers book learning to real life application and that application is critcal on-the-job skill.
Keep up the good work!
Jane Davis
ED106 Facilitator
I like for students to do two things. First I often suggest that the student use a focal point (like a ruler) while the are reading. Many find with this simple concept they are better able to tract. Secondly, I ask student to shorten the sentence be identifying the subject, verb and prepositional phrase. With this technique they are able to pull key content into view and memory.
I cover a lot of terminology in my course and we discuss the meaning of those terms. I ask students for their understanding of the term and encourage them to put it in their own words. I think this is more effective than just having students read the definition of the paper because it forces them to think about it versus just repeating it verbally.
Consider simple concepts and using small groups to discuss and develop individual reading and comprehension levels can be helpful.
Use of outside sources and volunteers to give individual support may be options also.
Key is motivating the student to improve and to work individually.
Listening is important and in the small groups ask the others after someone has spoken "what did he or she just say?"
It also will help to critical think about what a person is saying and will allow you to evaluate comprehension levels and understanding acheived.
using vocabulary word work sheets with the words used in the course material
I have the students give oral presentations concerning a course task. This helps them speak in front of gourps and it practices oration of their ideas concerning their findings from the task. The students feel this exercise helps them and the others grasp the concepts they are learning about.
Thank you! I completely agree. Nobody ever gets lost in a book with a subject they have no interest in. When you are in school, you will obviously need to read textbooks that aren't exactly riveting, but if a person has grown up (or even been introduced as an adult) to reading as a source of enjoyment and imagination, reading those textbooks won't seem so boring and tedious, generally speaking. People will most likely absorb more from books from which they are reading to learn when they have grown up reading for enjoyment.
I think that any class can incorporate reading skills into the class. If you think that your students will feel uncomfortable reading aloud in class, which would be very understandable, have students read quietly in class. Have the students do some sort of comprehension check. By having students read in class allows the instructor to make sure that they are actually reading the material (other than taking their word for it on HW), and by having them complete a comprehension check assignment--specific questions that you made or writing a summary essay--you will notice students who have strong reading skills and those who do not. Then, proceed as you see fit. Maybe give the struggling students some reading techniques (note taking or the SQ4R method). Basically, the mare anyone reads, the better one will become. The beauty of this is that every class has some reading material!
Hi Erin!
Good job! Sounds like you have the perfect opportunity to return to the basics because of the nature of your English class. What suggestions would you have for those of us who are - let's say - teaching a more advanced class with only a few challenged learners? I think this is when it becomes very difficult to slow the pace for a few but we have a obligation to every student in a class.
Keep up the good work - what you do is very valuable.
Jane Davis
ED106 Facilitator
In the career college setting, time is a big factor. Having a student feel humiliated by reading aloud does not help. However, if the facilitator has time or a good assistant, he or she may want to read the required text aloud and record it for the students to read along with. Always make sure you stop between concepts and give some simple explanations both in person and on your recordings. If possible, see if your college has a remedial reading program available.
To help your students with reading challenges you should give them short progression projects. You can have them read and see how they are grasping the concept in short measure. It is best not to overwhelm them with too much work that may seem unachievable to them.
At the end of each section we have objectives to do. I allow the students that want to read them aloud to do so. and many time I have others join the participation as they hear me add the pronounciation of words they stuggle with and no imbarrassing comments to follow..many want the help , but fear ridicule.
I teach a basic English class in which almost every student has some sort of reading challenge. I first develop a open and supportive atmosphere in the class. Students understand that everyone is in this class for the same reasons and that we all work at different paces, so we need to be respectful of that. I do have students read aloud every class. I often select a classic short story--Hawthorne, Poe, etc.--and we read this aloud. I explain that the way that the language is used in these stories makes it more challenging, even for the best reader to understand. Each student reads a section out loud until the story is finished. We discuss the story--generally, what was the story about? I then have several a self created worksheet focusing on reading comprehension--I include all aspects of comprehension, but I will often focus mainly on one skill--vocab, in the context, facts, main idea, inference...
I always give another story, generally easier and personal narrative found in our class book, to read on their own. I also have weekly vocabulary tests focussing on Latin and Greek roots, suffixes, and prefixes. This gives students the tools to break down hard to understand words.
help them in a one on one basis
What a wonderful commitment you have to making a difference in students lives - keep up the good work!
Jane Davis
Ed106 Facilitator
This can be challenging and the best observation I can lend here is to be patient with the student. Relax, don't rush. Enjoy the process and try to connect with this student. In the end, you will feel the gratification of making a difference in this student's educational hurdles and process.
Ways to help student with reading deficiencies---
--build vocabulary
--vocab. repetition (to assure long term memory
--application (recognize vocab. in various applications for reinforecement
--reading practice (repetion, repetion, repetition
--allow ELL students more time on Test/Quiz
