At the beginning of the semester, I found a struggling reader to work with. I did an interest inventory with her and we did a QRI Assessment to see where I needed to start. After a few weeks of the student not being there, I decided to find a new student to work with. His name is Jimmy and he is in 5th grade. I did an oral interest inventory to see what he liked and asked him to read with me one-on-one, so I could get an idea of what we needed to work with. He really needed some work with his fluency and I assumed he needed help with comprehension also. I decided to help with his reading fluency by asking him to read orally to me one-on-one. I also tried echo reading, which is where I read first and the student repeats what I read. We also took turns reading the material out loud by alternating paragraphs, sentences, or line. I planned to work with his comprehension by making up questions at the end of the passage or chapter.
After working with the student a few times, I took another assessment. For this assessment, we did a running record and I asked him questions about the story test his comprehension skills. He did well on this. I came to realize that he does very well with comprehension. He does not have any problems with it. He was getting better with his fluency, but I still planned to work on it with him the remainder of my time at the school. I planned to do the same strategies as before, but include the dyad reading method, which is where the struggling reader and proficient reader together. The two students share one book and sit next to each other while reading. The lead reader sets the pace of oral reading and points to each word with their finger while reading, as the struggling reader reads along orally.
On the final assessment, we did another running record and I asked him questions about the story. He did awesome on this. The strategies I chose for him helped him become a more fluent reader I believe. He has progressed tremendously. It shows you that just a little time with a student can make a big difference. I learned new strategies for reading. The dyad reading method was amazing. It showed me that a student just might like reading with their friends instead of “the teacher.” He did not know he was starting to read more fluently like his friend. This experience has taught me that I need to help the struggling readers in my classroom. I need to make time for it and pull the student back at least twice a week to help. This is not being done in some classrooms, but the students really need it and it is important, especially for the students’ future.
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