/ Effective Literacy Practices / Characteristics of Successful and Struggling Readers (Grades 6-12) (Comprehension)
Characteristics of Successful and Struggling Readers
While seemingly effortless, good reading is made up of a set of complex skills and strategies. Successful readers actively and consciously coordinate these abilities before, during, and after reading a text.
Students in grades 4-12 begin to use reading as a tool for learning and may face growing challenges in tackling the complex informational text presented in content-area classrooms, which is very different from the texts students encountered in early elementary grades.
When older readers struggle with foundational reading skills, it is imperative teachers provide these struggling readers and at-risk students explicit and systematic instruction in phonics. See Interventions for effective strategies and practices to support struggling readers.
Successful Readers
- Monitor reading for understanding. Consider the writing from the author’s view, interacting with text during and after reading.
- Link content with their prior knowledge.
- Use a variety of effective reading strategies before, during, and after reading.
- Set a purpose for reading and adjust their rate and strategy use depending on the text and content.
Struggling Readers
- Fail to use metacognitive strategies as they read.
- May not be aware when understanding breaks down.
- Do not question or interact with the text during or after reading.
- May lack subject-specific prior knowledge.
- Do not readily make connections between what they are learning and what they already know.
- Have limited knowledge and use of strategies for gaining information from text.
- May fail to read with purpose or goals.
- Often do not enjoy reading and lack understanding of the utility of reading.
Source: Bhattacharya & Ehri, 2004; Nagy, Berninger, & Abbott, 2006
Related
Find recommended instructional strategies and practices aligned with the science of reading by age/grade level and foundational literacy skill.
Evidence-based reading interventions support students who are identified as struggling with specific foundational literacy skills.
Evidence-based core curricula, interventions, and supplemental programs play a critical role in supporting students’ reading success.
Developmental benchmarks and literacy behaviors that most children display at a particular age/grade.