Much research has been done on increasing reading skills among young children, but very little on helping older readers. Due to the No Child Left Behind initiative, the focus on reading instruction and strategies has been targeted at students below third grade. In fourth grade the attention shifts from learning to read to reading to learn. This is a critical period of time and many students do not have the reading skills required to be successful in reading to learn. The author emphasizes in this article that merely reteaching the same strategies that children learned in earlier grades is not beneficial to them. Older students need new stra

I was especially interested in the point the author made that by simply reteaching these students reading in the method they have grown accustomed to will not work. This seems obvious, but sometimes it is hard to reinvent new strategies. The author presented strategies that could be used whole class as to not distinguish struggling readers from the rest of the class and these strategies are also useful in small group instruction. Many students get so bogged down trying to decode words they lose comprehension along the way. By having these students learn new word attack strategies through word sorts, they will be able to focus on comprehension. The strategy for vocabulary instruction presented was to introduce content area vocabulary prior to reading. This wil

Some topics in this essay:
Child Left, Failure Winter, struggling readers, fluent readers, reading learn, comprehension students, students reading, content vocabulary, third grade, readers author, vocabulary instruction, students strategies,