Struggling Kindergarten Readers

Paper Summary:

This paper includes ten lesson plans for a group of struggling readers in kindergarten. The students were determined to have inadequate high frequency word recognition and undeveloped reading strategies which led to low rates of fluency. Each lesson uses research based techniques and focuses on high frequency word recognition, teaching reading strategies, repetitive reading and motivation. The reading strategies incorporated into the ten lessons are the following: look at the picture, get your mouth ready, look for chunks you know and does it look like a word you know.

Outline (For Each Lesson):
Objectives and Goals
Materials
Anticipatory Set
Direct Instruction
Guided Practice
Direct Instruction
Guided Practice
Independent Practice
Assessment

From the Paper:

"Introduce the "look for chunks you know" reading strategy. Tell them that some words are tricky to read but that there are many reading strategies that can help them read the tricky words. One of the strategies is to look for chunks you know. Display the chart. Tell the students that these words are tricky but they can read them if they look for chunks they know. Point to the word chin. Highlight the letters "in." Ask if anyone knows this chunk. Point to the letters "ch." Ask if anyone knows the sound "ch" makes. Blend the chunks and read the whole word. Repeat this process to read the other words on the chart. Tell the students that you are going to read them a story with some tricky words and that you are going to look for chunks you know to read the tricky words. Model the strategy by reading a big book with the children. When you come to a "tricky" word, mark it with highlighter tape. Model how to look for chunks you know to figure the word out."

Sample of Sources Used:

• Farstrup, A. E., & Samuels, S. J. (Eds.). (2002). What Research Has to Say About Reading Instruction 3rd ed. Newark, Delaware: International Reading Association.
• Hasbrouck, J. (2006). For Students Who Are Not Yet Fluent, Silent Reading Is Not the Best Use of Classroom Time. American Educator, Summer 2006, 30(2).
• Kuhn, M., & Stahl, S. (2000) Fluency: A review of developmental and remedial practices (Report No. 2-0008). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement
• National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (National Institute of Health Pub. No. 00-4769). Washington, DC: National Institute of Child Health and Human Development

More papers on Struggling Kindergarten Readers:

• Research Paper # 56459 : "Kindergarten Readers"
• Persuasive Essay # 69079 : "Full-Day Kindergarten in California"
• Research Paper # 72139 : "Kindergarten Readiness"

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