Moving Readers from Struggling to Proficient: Changing Teaching Practices Can Help Children Build New Relationships with Books and Improve Their Reading Ability
Year: 2017

Too often, when children struggle to read, educators assume the problem lies within the children themselves. But, in fact, decades of research have shown that whatever children's innate skills, strengths, and abilities may be, what really matters are the beliefs, attitudes, and actions of the teachers and other adults in their lives. In my own work with struggling readers, I've found it helpful to ask myself regularly, as a matter of habit a trio of simple, straightforward questions: What is it that proficient and fluent readers actually do when they encounter texts? How different is that from what our most vulnerable students are asked to do? And what would it take for educators to close that gap? Rather than holding lower expectations for children who are struggling to read and rather than giving them lesser experiences with text and language, shouldn't we seek to provide them with the very same kinds of resources, supports, and encouragement that the most fortunate children receive? Shouldn't all students have opportunities to make connections between what they read and what's going on in their own lives? Shouldn't all students be encouraged to take ownership over their reading growth and development? What would happen, I ask myself, if more teachers embraced what I call "restorative" literacy practices, meant to bridge the gap between, on one hand, what we know to be true for proficient and fluent readers and, on the other hand, what is all too common for struggling readers? PLENTY OF BOOKS Proficient and fluent readers Have access to books. Plenty of books. Struggling readers Often see that books and literacy are owned by schools, libraries, and "rich people." Restorative literacy practice Ensures that books and other reading materials are for all of us. Educators set up Little Free Libraries at schools, maintain a book swap table in the school lobby, or seek donations for quality multicultural books to share. They place a sticker inside books noting they are for all children in the community to keep, swap, or share so they don't get in trouble with their parents or guardians. They offer blank notebooks for scribbling, drawing, and writing. They invite the local librarian to the school and help families obtain library cards. They host regular storytelling events, book clubs, and free book fairs in their neighborhoods or apartment complexes. AN ARMY OF ADULT SUPPORT Proficient and fluent readers Have hours of access to adults from parents and grandparents to the next door neighbor reading aloud to them. They also have access to kind and patient listeners to practice reading to, such as a favorite uncle or the beloved family dog. Struggling readers Are often deemed as having "reading deficiencies" and needing "intervention." Restorative literacy practice Enlists an army of adults, either community volunteers or an all hands on deck staff, to read books aloud to individuals or small groups of young children. Includes children who already know how to read in these groups. Reading aloud increases vocabulary, imagination, understanding of third party narration, critical thinking skills, and comprehension. Abundant opportunities for reading aloud set all children on a path toward a lifetime of reading. CHOICE Proficient and fluent readers Choose books to expand their worldview or to read for pleasure, starting from where they are. They browse bookstores and libraries until something grabs their interest. Struggling readers Are often given books to read by teachers who assume they know their reading level and what will interest them. Restorative literacy practice Provides several choices of books and material for children to read, not just by their readability levels.