Powerful+Strategies+That+Close+the+Gap+for+At-Risk+Readers+K-12

Marie Carbo, National Reading Styles Institute
 * Powerful Strategies That Close the Gap for At-Risk Readers K-12**

Becoming a Great Teacher of Reading (Corwin Press in June)—book

Comprehension is the main goal of all reading goals Reading enjoyment should also be a focus

The amount of reading is very much tied to developing high vocabulary

Negative emotions dull the mind and create anger and fear. High stress inhibits learning The brain thrives on meaning Just the right amount of stretch or challenge encourages learning Positive emotions motivate and create excitement

Practices that make learning to read difficult -focus on skills instead of comprehension -Worksheets -Dew choices -Little reading for pleasure -Follow teacher editions faithfully -Reading as a contest with points -Round-robin reading

Practices that facilitate learning to read -modeling and scaffolding -Print-rich classrooms -Choice -Read for pleasure -Time/volume of reading -Discussion and dialogue -Increasingly difficult stories

__Strategy #1: Carbo Recordings__ Effective fluency instruction… Makes word recognition automatic and effortless Emphasizes rhythm and expression

How to record for maximum reading gains: Use high-interest stories that are above the student’s independent reading level. Record at a slow pace with good expression Record about 2-4 minutes of text per tape side

Why it works: Meaning increases learning and comprehension High-interest stories have high meaning to the brain The brain is a pattern sorter With sufficient modeling of the text, the brain automatically identifies word patterns and begins to decipher unknown words

Don’t overly focus on timed reading

__Strategy #2: Continuum of Modeling Reading Methods (bottom provides more help)__ SSR—sustained silent reading Pair—students take turns Choral—read together Echo—teacher reads and then student echos back Carbo Recording Neurological Impress—read in the peron’s ear as they read Shared Reading—teacher reads

__Strategy #3 Reduce Dyslexia__ Symptoms of visual perception problems -slow, hesitant oral reading -difficulty keeping place -appears to read words backwards or out of order -reads the same word twice or skips a word -difficulty answering comprehension questions -reverses sequence of letters -leaves letters out when copying words on a list -spells words almost right, similar letter substitutions

__Strategy #4 Active Learning__ After children have had modeling methods, they need to be active Scoot reading Standing work stations Kinesthetic teaching (use physical activity

__Strategy #5 Teach to Students’ Strengths__ Reading style of at-risk reader Highly tactile Highly kinesthetic Extremely global (connected text, words, sounds) (not analytical—sounds, words, connected text) Groups Mobility Late morning Structure Choices

Pendulum Swing Analytic to Global Presently we are back to phonics

Lots of modeling, High-interest, Strong context, Emotional involvement, Challenging, Fail safe
 * Comprehension and Enjoyment**