What does a struggling reader look
like? This is the primary question that teachers need to answer in order to
then identify struggling readers within classrooms, and ultimately to intervene
on their behalf. Although there is no one particular “look” for a struggling
teacher, as Kylene Beers establishes in her book, “When Kids Can’t Read What
Teachers Can Do,” it is a teacher’s job to recognize the many different signs
of a struggling reader in order to then take steps to improve a students
reading ability. Beyond that, its is also important for teachers to recognize
and appreciate the courage and commitment it takes for a struggling reader to
even show up to class on a consistent basis. Beers writes, “I can think of
nothing that I do 186 days out of the year, in front of my peers, that I know I
will consistently do poorly. Be honest. Can you think of anything you do that qualifies?” (Beers, 6). I
think this is a powerful question because the emotions that come with failure
impact people of all ages, especially adolescents.
The shame that inevitably comes
with consistent failure can be a debilitating emotion, and learning is among
the most emotional tasks human beings are faced with. How can a teacher then
blame a struggling reader for being disruptive, un-attentive, or ill postured?
There is a level of courage it takes for the struggling reader to simply show
up 186 days a year conditioned to not only accept regular failure but to have
to do so in front of all of his or her peers. If there was an activity where I,
even as an adult, had to show up and consistently fail in a room of my peers, I
would certainly adapt some disruptive defense mechanisms to best help me “save
face.” I would slump in my chair, make jokes, avoid tasks all together, and
make it seem like I was exerting no effort, so that these behaviors could then be
blamed for my lack of success, not the reality that I simply do not have the
strategies in place to perform the task. Beers, however, offers a simple solution:
intervene and help the student improve their reading strategies. Unfortunately, not all teachers have the awareness,
patience, or ability to recognize and support struggling readers. Beers herself
frames this entire book around her failure to impact the literacy life of one
of her first students, George, but she uses this failure to drive her
commitment to helping improve the reading abilities of struggling students. As
we continue to unravel the specific strategies and methods for improving reading
throughout this semester, it is continually important to remember that identifying the struggling readers
within a classroom is the first and most important step.
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