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Remember, there is a PDF included with the webinar that offers additional strategies:

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Remember, there is a PDF included with the webinar that offers additional strategies:

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https://achievethecore.org/content/upload/Strategies%20for%20Supporting%20Struggling%20Readers.pdf

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When students regularly navigate complex text and learn grade appropriate or above language, they build confidence to approach each new reading task.  This leads to increased stamina as well.

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When students regularly navigate complex text and learn grade appropriate or above language, they build confidence to approach each new reading task.  This leads to increased stamina as well.

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Teachers will need support in in understanding what makes a text complex and practice in analyzing to plan how to add scaffolds.  Time to plan is always a concern to teachers.  Beliefs/expectations for high levels of learning can also be a barrier.

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Teachers will need support in in understanding what makes a text complex and practice in analyzing to plan how to add scaffolds.  Time to plan is always a concern to teachers.  Beliefs/expectations for high levels of learning can also be a barrier.

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I would like to share the article with teachers and have them decide which strategy(ies) they can commit to trying out.

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I would like to share the article with teachers and have them decide which strategy(ies) they can commit to trying out.

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I love the idea of using  a less complex text to build background and vocabulary!  And the caveat of not teaching words that can be learned as a way of navigating the text.  Bottom line for don'ts - don't MESS with it or change it!

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I love the idea of using  a less complex text to build background and vocabulary!  And the caveat of not teaching words that can be learned as a way of navigating the text.  Bottom line for don'ts - don't MESS with it or change it!

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Time and understanding the "real" reading level of academic language.

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As a HE instructor, I want to share all of the ideas so the toolbox is as full as possible.

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Gap between what students read at college level vs. what they read in high school.  Less than 50% of graduates can read complex texts.

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Gap between what students read at college level vs. what they read in high school.  Less than 50% of graduates can read complex texts.

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Students will shut down if they find complex texts too challenging.

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I like the idea of "uninterrupted first reading." We get so hung up on helping students get through the text, we don't think about the fact that they need time to just READ it for themselves.  Especially with the aid of a graphic organizer and glossary of key terms.  Also, I would give students the "3 Big Questions" from Notice & Note Nonfiction: 1. What surprised you? 2. What confirmed or challenged what you already knew? 3. What did the author think you already knew? (for when you are confused by the text)

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Agree with the comment above about providing less complex text BEFORE reading to build background.  That's a great idea and something that I, as a lit coach, can work to provide.  I also like the idea of NOT giving complex texts as homework. 

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Agree with the comment above about providing less complex text BEFORE reading to build background.  That's a great idea and something that I, as a lit coach, can work to provide.  I also like the idea of NOT giving complex texts as homework. 

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I appreciated all of the Do's and Don'ts because they were straight forward. Just yesterday I suggested to a teacher to have the students listen to an audio recording of a complex text before the next task. The idea of students being allowed  uninterrupted reading of a good text resonates with me.

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The philosophy that it would be too difficult for some students can keep someone from using complex text.  However, the right scaffolds can support all students.

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If students are not expected to tackle complex texts at all grade levels, when will they? College?