“It ain't hard no more!” Individualizing instruction for struggling readers

ABSTRACT

Despite sound instructional practices to develop foundational reading skills with young learners, numerous learners continue to lag behind in literacy learning. Many do not view themselves as readers, lack motivation, and become disengaged with learning in general. This article shares a research-based instructional framework developed by one of the authors, Amanda Sparrow, who tutored a struggling reader. An attitudinal survey was included that revealed the tutee's interest in tractors and dump trucks. With this information, the tutee's interests and differentiated instruction to meet his unique learning needs were considered. Consequently, the tutee eagerly engaged in learning and, ultimately, developed his self-efficacy as a reader. The authors posit this instructional approach may inform mainstream teachers who continue to seek ways to improve the literacy success of all learners.

Keywords:

• Assessment
• individualized instruction
• statement of purpose
• struggling readers

Additional information

Notes on contributors

Katie Stover

Katie Stover is an assistant professor at Furman University in Greenville, SC. Her research interests include teacher preparation and development, digital literacies, and critical literacy.

Amanda Sparrow

Amanda Sparrow is a literacy specialist at Hollis Academy in Greenville County School District in Greenville, SC. Her research interests include best practices in balanced literacy, guided reading strategies, and classroom teacher preparation for struggling readers.

Bobbi Siefert

Bobbi Siefert is an assistant professor at Furman University in Greenville, SC. Her research interests include culturally responsive practices in K–12, preservice, and in-service education and community outreach.