Remedies for Reluctant Readers, Part II

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When reading for pleasure is not an instinct, it can begin to feel like punishment for kids. This is not where we want to end up. It may not be possible to turn every anti-reader into a little bookworm, but there are plenty of strategies that parents and educators can use to help make the process less cringe-worthy. Additionally, some strategies, when put to regular use, can help students become stronger, more critical readers.

 

Movement breaks

Reading can seem like a rather dull activity, especially for little ones. This is understandable—as reading is a quiet, still, and often solitary task. But it doesn’t have to be. One regular strategy that elementary teachers utilize as a best practice is to incorporate movement breaks when students are expected to read for a length of time. Depending on the reader, a movement break might involve a trip to the water fountain or kitchen to get a drink of water after reading a chapter or section. For others it may involve jumping jacks, a quick dancing brain break, or squeezing a stress ball while reading. Some students also find it helpful to read at a standing desk, on a yoga or balance ball, or on a wobble stool to help engage the body and allow for some rhythmic movement while reading. The key is to allow and encourage reluctant readers to expel energy to keep their minds engaged and focused.

 

Preview for background info

For many students, the dislike of reading comes from the fact that it can be tedious and strenuous, especially for struggling readers. Therefore, offering various reading strategies to students can help ease the difficulty and, in effect, increase engagement. One of these strategies, especially for nonfiction or textbook reading assignments, is to preview the reading and search for background on the topic. 

 

Depending on the reading and the student, this practice will look different each time, but here are the basics:

  • Pay attention to the titles, subtitles, headings, captions, photos, bolded vocabulary terms, etc. Students can garner a great deal of what the text will involve by looking at the text features beforehand.
  • Skim sections of the text to ground their reading; this will help orient readers and allow them to plan ahead in terms of seeing how long the reading will be.
  • For terms or concepts that are totally unfamiliar, students should be encouraged to do a quick Google search to help ground their understanding of the term, concept, or event.
  • Jot down questions while previewing; this helps students begin to engage with the text and practice close reading and critical thinking. The goal is to then revisit and answer or follow up on those questions after reading. 

 

Highlight as you go

Along with previewing as a reading practice to boost engagement and comprehension, highlighting is a common tool for successful readers as well. This practice builds strong, active reading skills and helps visual learners at the same time. Students should be encouraged to mark areas of the text for any of the following purposes:

  • Highlight words or phrases that connect to vocabulary terms or important concepts from class; this visual helps to engrain definitions and understanding into working memory.
  • Highlight main points of a section, chapter, or column of text. This way, when students revisit the text, they are able to identify the key points immediately. 
  • Highlight areas of the text that they find confusing or have questions about. This will act as a visual cue to remind students to follow up with the teacher, do a little more research about the specific topic, ask follow-up questions, etc. 

Highlight answers to any of the questions that they asked themselves at the start of the reading; again, this is essentially the foundational skill for active, engaged reading.

Remedies for Reluctant Readers: Part I

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As students progress through their education, reading assignments and materials naturally become more intense and time consuming. The literature itself becomes more complex and the workload or required reading outside of class lengthens. This is all to be expected, especially as students enter honors–level classes, take AP courses, and look ahead towards higher education. For struggling or reluctant readers, the increase in required reading can be daunting—sometimes students are moved to tears due to the frustration of struggling through a challenging passage or laborious chapter. To remedy these reading woes, we have compiled a list of helpful tips to assist students with managing their growing reading tasks.

 

Craft a schedule

When teachers assign a new text or novel, they typically share with students a reading schedule or rough outline of chapters to conquer each week. If this is not provided, students should ask their teacher to recommend a specific amount of pages or chapters to read each night/week to be on pace with finishing the text by the deadline. Again, this is usually provided, but if not, students should make a point to divvy up the book themselves for manageable nightly reading chunks. Nothing is worse than procrastinating on a novel unit and then trying to blow through the entire book in less than two sittings.

 

Set reading goals

Similarly to the reading schedule, students should set small reading goals when beginning a new text or lengthier required reading. Start small, as to not bite off more than one can chew. Perhaps a reluctant reader’s first goal is to actually read the entire novel for once. Or maybe a goal should be to pick up the book at least once per day. The point of the goal is to encourage forward movement and to make sure that progress is made. These do not need to be overwhelmingly ambitious goals, just a few motivating mile markers throughout the text.

 

Reward oneself

After setting and (hopefully) reaching small reading goals, students can increase intrinsic motivation and boost productivity by looking for some form of light at the end of the tunnel. This means establishing small, incremental rewards to correspond to the goals that students reach in their reading tasks. Perhaps after 25 minutes of uninterrupted reading, a student rewards herself by watching an episode of her favorite show. Maybe parents revive the “book-it” challenge from back in the day and splurge on a pizza or junk food night when kids finish 3 chapter books. The rewards aren’t really about the “treat” at all—they are more about celebrating the accomplishment, grit, and patience that students demonstrate by getting through a challenging task, such as reading. 

 

Stage a comfy reading spot

There is something inherently comforting about a cozy, well-lit nook or hideaway when one is looking for quiet time. Avid readers take pride in their cozy reading spots and routines, but reluctant readers can capitalize on this idea as well. Parents can help spur motivation to read by helping to set up a relaxing cubby removed from the hustle and commotion of the rest of the house where children can snuggle and enjoy a book. Consider adding pillows, blankets, soft white lighting that is not harsh on eyes, perhaps near a window for natural light. Creative touches, like soft, instrumental background music for students to listen to while reading is another great addition. Make reading an experience—pop some popcorn, brew some tea or hot chocolate, and read together to show your kids that this relaxing activity can be enjoyable.

Managing Impulsivity

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Children are naturally impulsive to some degree—this is due to the fact that the brain, specifically the prefrontal cortex, is not yet fully developed. In fact, it is not until one’s mid-twenties that the prefrontal cortex reaches full development and maturation. While we educators see varying degrees of impulsivity regularly in the classroom, one main calling card of students with ADHD is a tendency to be impulsive to a larger degree and/or more frequently. As we slowly transition back into classrooms for in-person instruction, children will undoubtedly and understandably be excited and eager to interact. However, it will be just as important as ever to set expectations and utilize strategies that help students monitor and manage their impulsivity.

 

Important things to consider

When it comes to ADHD, it is extremely important to remember that this disorder impacts the way the brain works. This means that hasty or involuntary levels of response are not solely a behavioral deficit; students’ brains are actually hard-wired to react immediately. More importantly, no level of scolding or punishment will help to curb these impulses to act out or speak out. Reprimanding a student with ADHD for a behavior that he or she cannot fully control is not only wrong, but damaging. Therefore, teachers, as much as possible, should control their own impulses when reacting to students who yell out or behave rashly.

 

Another important consideration is the fact that students who are impulsive do not always register or recognize that they are being impulsive. They are often unaware of the disturbance or disrespect that their inadvertent outbursts demonstrate to others. Due to this unawareness, it may be helpful to try a tally chart for one day as a way to show your student the frequency of his/her disruptions. Pose this practice gently—the tally practice should not feel like as though you are trying to show them how “bad” they are. Reassure your student that this is a way to recognize our impulsivity and work to curb it with time and patience. Here’s how it should work: ask your student to estimate how many times he/she calls out during the course of a school day. Then ask him to mark a tally each time he notices that he has spoken out of turn or yelled out; you will keep your own tally as well. At the end of the day, return to the original estimate and ask whether the student still agrees with that original estimation. Then compare tally marks and discuss how or why you two may have come up with a different number of tallies. Is it because you both have differing interpretations of what is classified as “calling out?” Or does your student not always recognize when he is calling out? Again, this is meant to be an open discussion about how we can improve—not a scolding session. 

 

It is important again to lead with understanding and compassion. This is not a conversation to place blame or highlight the student’s struggles. Instead, this is meant to open up a dialogue between teacher and student about how both parties can implement strategies for a more positive classroom environment. Consider also asking the student the following questions:

  • Where in the classroom do you believe you would be most successful and focused?
  • Is there a subtle hand signal or gesture that we could use as a reminder to raise your hand before shouting out?
  • Would a small/discrete sticky note on your desk with participation protocol be a helpful reminder?
  • How many times today do you think you participated using the appropriate protocol vs. calling out?
  • Do you appreciate positive praise in front of others or do you prefer positive feedback privately?

Distance Learning Support for Students on the Spectrum: Part III

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In addition to building strong relationships and maintaining consistency, students with autism who are struggling more than usual due to distance learning will also greatly benefit from specificity. Below are additional strategies that educators can use to help best support their students on the spectrum while we continue with virtual learning. 

 

Make everything as specific as possible 

When it comes to Zoom class sessions and online learning in general, teachers sometimes forget that students are not hanging on our every word like they would be more inclined to do in the physical classroom. Since Zoom meetings are often a passive form of learning—even when we try our hardest to keep it engaging—students, especially those with autism, are probably not absorbing every major point, example, instruction, etc. Because of this, students require significantly more repetition, clarification, and specificity to succeed with virtual learning. Teachers should consider taking the following steps to ensure that instruction, assignments, directions and tasks are as specific as possible:

  • When assigning reading homework, teachers should be careful to phrase the chapters and pages very specifically. For instance, when saying, “Please read chapters 1-3,” some students may interpret that to mean read up to chapter 3, not including it. Be sure to clarify specifically what page number students should stop reading for a particular assignment to avoid this miscommunication. 
  • As discussed in part two, naming or labeling assignments and resources consistently is key to streamlining materials for students. The same is true regarding specificity. Titling an assignment “Writing Homework #1” is too vague. This name does not help students to identify the details of the task when looking at Canvas. Remember, students have anywhere from 5-7 classes; therefore, specifically titling tasks in Canvas or other virtual portals will help trigger their memories and clarify the exact task that you are asking them to complete.
  • Provide specific times for assignment submission as well. Canvas allows you to just set a due date; however, some students may appreciate having a specific cut off time for submitting an assignment just to be sure. For example, I always set the time to 11:59pm whatever day the task is due. This way, students know that they always have that final full day to complete and submit without penalty. 
  • Consider providing students with a reference sheet that specifies what you mean when you say certain high-frequency, tier 2 and 3 vocabulary terms in class. Abstract words, such as analyze, evaluate, critique, and assess can cause stress and uncertainty for students with autism. Accompany these terms with specific examples and explanations so that students know exactly what is expected of them. This is a great practice for all students, especially when teachers are introducing key unit questions, objectives, and writing prompts. 

When providing written feedback, especially since virtual learning leaves less time for 1:1 conferences and writing workshops, it is especially helpful for teachers to use a higher level of specificity. If students are not able to directly connect a teacher’s feedback to an area of weakness and how they can strengthen that weakness in the next assignment, then the feedback is essentially worthless. One worthwhile activity to gauge whether or not your feedback is specific enough is to ask students to reflect on the feedback that they received on an essay or project. This ensures that 1) they have actually read the feedback, and 2) that they fully comprehended their errors and areas for improvement.

Distance Learning Support for Students on the Spectrum: Part II

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In part one, we discussed the importance of implementing strategies to help build strong relationships with students remotely. This is no easy task, but establishing a strong sense of community is a critical aspect of success for students with autism—they must feel connected, supported, and heard in order to truly meet their academic potential. In parts two and three, we will discuss additional tools and methods for supporting students on the spectrum remotely, including consistency and specificity. 

 

Consistency is key

For students on the spectrum, change might throw them for a loop on a greater level. As if the changes that happened this past year were not enough, the sudden switch to virtual schooling undoubtedly shook many students. Now that many students, educators and families have settled into somewhat of a routine for remote instruction, it is essential to maintain those procedures and expectations as much as humanly possible. Any abrupt changes or inconsistencies bring unnecessary stress into students’ lives, especially those students with autism, who tend to thrive in sameness, continuity, and routine. Below are some simple suggestions to help keep things consistent for your students who depend on those measures and routines:

  • When setting up a new module for each new week or unit for your class, click the three dots to edit and set every new module to be “moved” to the top. This way, every time students want to find the most recent course materials, they can see everything at the very top of the page when clicking into their modules—no more scrolling! 
  • Use the same procedure for your warm-up every day. I prefer to keep it casual by asking students some sort of activator or daily question on the shared intro slide so that they see it immediately when they enter the Zoom. I ask students to respond in the chat every day so that I can use their answers as starting points for discussion, as well as for taking attendance.
  • Organize assignments clearly and consistently in Canvas. For example, if the assignment is called “Written Response: Night chapter 1” on the Google slides, be sure to title it exactly the same way in your assignments tab on Canvas. As teachers, we can of course keep track of our various assignment names. But for students, consistency will remove the second guessing when it comes to locating and completing their work.
  • Consider setting up due dates for weekly homework assignments that remain the same throughout the semester. For instance, if you are reading a novel and plan to track students’ reading and comprehension, explain that their novel notes or annotations for the week’s chapters will be due every Friday. Keeping that running Friday due date will help ensure that students are organized and better prepared to mentally or physically plan out their homework tasks for the week. 
  • Consider setting up individual check-in times for students with autism on a weekly or biweekly schedule. Students on the spectrum may need additional one-to-one teacher support that extends beyond the allotted weekly office hour. Ask students if they would like more assistance and when in their weekly schedule they could plan to chat for 15 minutes or so. Assure them that this is not a punishment or a mandatory check-in, but rather an opportunity to ask individual questions, review assignments and feedback, and gain clarity on anything. Keep the check-ins on the same day at the same time every two weeks and send out calendar reminders. Teachers can also encourage parents to pop in on these check-ins as well.

Distance Learning Support for Students on the Spectrum: Part I

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Distance learning, as well as the potential for hybrid and the return to in-person learning, has presented students with many unknowns. Educators and families know a lot more about how to successfully support students than we did last spring; however, there are always areas for improvement and aspects that we may be overlooking. 

 

It is especially important to ensure that students with autism are receiving a greater level of support during this time. It is inevitable that students with autism are experiencing more significant learning challenges right now, which places them at a greater risk for learning gaps. Because of the challenges that distance learning brings, these students are impacted on a greater scale than their general education counterparts; however, there are things that educators can do to help students navigate the remainder of this precarious school year.

 

Building community remotely

Fostering relationships and building a positive rapport with students over Zoom has been one of the greatest hurdles of distance learning. Teachers are doing anything and everything to engage students and to reach them on a personal level. This is a critical element for student success, especially when it comes to students on the spectrum. Knowing your students means knowing their learning styles, their preferences and interests, their communication styles, and their areas of strengths and weaknesses. For students with autism, understanding and accommodating these ins and outs of learning can mean the difference between engagement and disengagement, comfort and discomfort, success and failure. 

 

To better reach all students, teachers should consider taking the following measures:

  • Present students with a survey on learning styles and make an effort to use that information for differentiation as much as possible. 
  • Use examples, samples, and texts that incorporate student interests, especially instructional resources that connect to your students with autism on a personal level. Making sure they are acknowledged, appreciated, and understood is the first step to building strong relationships.
  • Arrange alternative or additional modes for participation and communication. Some students, especially those on the spectrum, are highly uncomfortable on Zoom—being on camera or speaking in front of peers can be an unnecessary stressor. Some teachers may find it helpful to arrange additional office hours or check-in times to make sure students feel comfortable participating in a smaller group. 
  • Remind students of the chat function for participation as well—this is a great way for hesitant or shy students to answer and ask questions without “putting themselves out there.”
  • Acknowledge a job well-done and provide specific examples of the growth that you have seen with your students. Those learners with unique educational needs, especially those with autism, often find that school has been a place of perpetual struggle. Therefore, when you recognize students for their accomplishments, no matter how small, the outcome of this positive reinforcement can be life-changing. 
  • Reach out to parents about their child’s learning history and preferences. As we all know, parents know their children best. So when it comes to getting to know your students, parents can provide a wealth of knowledge regarding a student’s interests, hobbies, academic and personal needs, friend group and peer history, etc. Teachers may want to set up a few parent Zoom meetings to help build a positive rapport there as well. Open and consistent communication between parents and teachers is essential for students with autism, especially during these difficult times.