# data[].attributes.headline
Administration should be supportive during this process.  

# data[].attributes.subject
Administration should be supportive during this process.  

# data[].attributes.body
Teachers should be given time to work with other teachers (Language Arts/Specialists/etc.) to develop strategies to help support struggling learners.

# data[].attributes.body
School Districts need to have a common assessment that will help showcase student achievement and track the interventions.

# data[].attributes.body
Some school districts do not have the staff resources to provide training to mainstream teachers. Teachers need to seek out strategies to support motivation and engagement for literacy skills.  This takes time to support a change in a positive direction.

# data[].attributes.body
Content-area teachers can use teaching aids and devices that will help struggling readers better understand and remember the content they are teaching.

# data[].attributes.body
Schools need to have additional texts that allow leveled readers within one classroom instead of leaving that responsibility fall to the mainstream teacher. School Districts often do not have the funding to provide this resource to the teacher, leaving students one textbook to read, no matter the reading level.

# data[].attributes.headline
Reading Instruction is Cross-Curricular 

# data[].attributes.subject
Reading Instruction is Cross-Curricular 

# data[].attributes.body
Teachers need to take the time to get to know their students. Engage students in the learning that is going on in the classroom.

# data[].attributes.body
1. Take one thing at a time. Make things simple for students to understand. Do not overwhelm the students while they are trying to learn a new strategy.  One strategy at a time.

2. Model the Strategy: Show the students how to process through or think through the given situation by talking out loud so that the students can grasp the concepts to transfer to their daily routine.

3. Resources for Students: Make sure that the texts are appropriate for the students.  Students should not be struggling through the text nor should the text be too easy.

4. Use Direct and Explicit Instruction: Tell students what reading strategy they will be working on and provide guidance during lesson. Have many opportunities for students to practice these skills.

# data[].attributes.headline
Some Strategies to Support Struggling Readers

# data[].attributes.subject
Some Strategies to Support Struggling Readers

# data[].attributes.body
1. Modeling for students

2. Asking Questions about what they have read.

3. Paraphrasing

4. Drawing Inferences based on the text and their prior knowledge

5. Answering questions from different points of the text.

6. Using Graphic Organizers

# data[].attributes.body
How to Help Struggling Readers

# data[].attributes.attachment_link.title
Motivational Speaker Danny Brassell | How to Help Struggling Readers

# data[].attributes.attachment_link.description
http://www.dannybrassell.com "America's Leading Reading Ambassador," Danny Brassell, Ph.D., helps parents and educators inspire kids to love reading and achieve more. In this clip, Danny trains volunteers to work one-on-one with struggling readers at an elementary school in Los Angeles. He talks about ways to motivate boys, bring read alouds to life and keep reading fun.

# data[].attributes.headline
Strategies to Try within your Classroom to Support Struggling Readers

# data[].attributes.subject
Strategies to Try within your Classroom to Support Struggling Readers

# data[].attributes.body
1. Create Consistency: students will know what to expect when a consistent routine has been developed.  This is the same within teaching reading strategies for all aged students.  Have a class routine and follow the routine that has been developed.
2.  Find Resources for ALL Students:  Students will increase their motivation if reading materials are age appropriate, at their instructional level, and of interest to them.
3.  Provide Time for Uninterrupted Reading Time:  Set aside time allocated to reading instruction and create a consistent schedule.
4. Daily Reading:  Help students find a daily reading book that is at their independent reading level.  Twenty minutes of daily reading has been tied to increasing performance on assessment tests.
5.  Create a Welcoming Environment: When students feel safe and welcomed within the classroom, students will be motivated to try their best.
6.  Mix Things Up: Find different teaching strategies that will support ALL learners within the classroom.  Not one learner will grasp the concept at the same time as his neighbor, so be ready to re-teach the concepts bringing in different activities.
7. Bring in Assistive Technology:  Students in today's classroom have access to computers throughout the school day and at home, use online resources to help the struggling learners break barriers.  Reach out to your specialist within your Special Education Department, some students qualify for different resources and you may not even know it!

# data[].attributes.body
Make struggling readers part of the class by including interventions from trained specialists.

# data[].attributes.body
Increase student engagement and motivation during literacy.

# data[].attributes.body
Provide opportunities to discuss the meaning of the text.

# data[].attributes.body
Provide direct and explicit comprehension strategies during instruction.

# data[].attributes.body
Provide explicit vocabulary instruction.

# data[].attributes.headline
Reading ability is a key predictor of achievement in mathematics and science,

# data[].attributes.subject
Reading ability is a key predictor of achievement in mathematics and science,

# data[].attributes.headline
Institute of Education Sciences levels of evidence for practice guides

# data[].attributes.subject
Institute of Education Sciences levels of evidence for practice guides

# data[].attributes.body
Low: evidence from studies that does not meet standards for moderate or strong evidence.

# data[].attributes.body
Moderate: evidence that have conclusions but have not been replicated to show consistency of reading proficiency.

# data[].attributes.body
Strong: evidence that practice causes better outcomes for students for reading proficiency.

# data[].attributes.headline
Reading Strategies to Try with High School Students who are struggling

# data[].attributes.subject
Reading Strategies to Try with High School Students who are struggling

# data[].attributes.body
Make connections to real life
Identify confusion - isolate confusing parts of text to be able to ask questions.

# data[].attributes.attachment_link.description
Teacher Cris Tovani shares her own reading habits with her students, using the discussion to guide her instruction. This clip is excerpted from Stenhouse Publishers' "Modeling Good Readers."

# data[].attributes.attachment_link.authors[].name
DIT Labs - Fairfax County Public Schools

# data[].attributes.attachment_link.title
Best Practices: High School Reading Strategies

# data[].attributes.body
Think about how you process through a given text. Show them different strategies that will help them with the assigned texts.

# data[].attributes.headline
Become a passionate reader for what you teach.

# data[].attributes.subject
Become a passionate reader for what you teach.

# data[].attributes.body
Take time to find interesting materials, that are at students reading levels. Students will find the motivation to continue to complete the assignment and will have a higher chance of grasping the material and key concepts.

# data[].attributes.body
- use existing knowledge to make sense of new knowledge.
- ask questions about the text before, during and after reading.
- draw inferences from the text.
- monitor their comprehension.
- use ''fix-up'' strategies when meanings breaks down.
- determine what is important.
- synthesize information to create new thinking
(p. 17)

# data[].attributes.body
Word Callers can decode the words, but cannot remember what they have read.

# data[].attributes.body
Resistive Readers can read words but choose not to.