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Thursday, May 23, 2013
10 Reasons Nonreaders Don't Read — and How to Change Their Minds
10 Reasons Nonreaders Don't Read — and How to Change Their Minds
LouAnne Johnson, author of The New York Times bestseller Dangerous Minds, on how to change the minds of kids who hate to read.
Do this: Recent research suggests that nearly half of people who are labeled as learning disabled actually suffer from scotopic (light) sensitivity. People with light sensitivity find reading difficult and sometimes painful when the material is printed on glossy paper. Fluorescent lighting or other lights that cause glare on the page make reading even more difficult. High-contrast print, such as black letters on white paper, is the most difficult for light-sensitive people to read. Unfortunately, such high-contrast print is the most common format for texts and other school materials.
Do this: Allow students to read at their own pace, even if it means that those slower readers don’t cover as much ground as their quicker classmates. While they are reading at their own individual pace, they will learn to read.
Do this: Consider making reading aloud purely voluntary in your classroom. Give students the option of reading to you one-on-one so you can assess their skills and progress. In addition to easing some of the stress, letting students opt out of public reading may improve the attendance, punctuality, and morale in your classroom.
Do this: I know, I know, testing is important, especially today. So give the standardized tests when you have to. But if you have the choice between testing students about their reading or giving them an opportunity to honestly respond to their reading, go for the honest response. There will be plenty of time for testing once your students improve their reading skills and their self-confidence as readers.
Do this: Have you ever put down a book halfway through because it just wasn’t compelling enough to you? Yes? That’s why I suggest letting reluctant readers stop and move on to the next when they don’t like a book. Not forever. Just until they become good enough readers that reading isn’t a dreaded chore.
Do this: So many teary students have told me about the same experience: A teacher asked them to write their opinion about a book or story. The student worked hard on his or her essays and expected high marks for effort and content. Their teachers assigned either a D or an F that was to the student inexplicable. Those teachers sent a clear message: Your opinion is worthless.
Do this: I have come to believe that our first experience with reading influences our perceptions of our intelligence, even as adults. Here’s why. If you ask adults, “Do you consider yourself above average, about average, or below average?” most of them have a clear picture of where they fall on the intelligence spectrum.
Do this: When students read below grade level, they don’t understand that increasing their skills to the next level isn't as hard as they think. A ninth grader whose test score places him at a fourth-grade level, for example, thinks he will run out of time before he can catch up with his peers. So first explain that a grade level in reading doesn’t correspond to a calendar year. It is just a measure of how well a student reads a specific level of complexity in vocabulary and sentence structure.
Do this: Struggling readers will blossom if you give them material that is so interesting they can’t resist reading it. That’s the trick: finding something so compelling that students forget they are reading.
Do this: Many struggling students who can technically read quite well don’t understand what they are reading. They somehow missed the important point that when we read we must create a mental reference. Without that reference, words are just words. One boy described his experience this way: “It’s like I’m reading one of those signs in front of the bank where the letters move. As soon as I read the words, they disappear.”
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