/ Effective Literacy Practices / Characteristics of Successful and Struggling Readers (Grades 6-12) (Fluency)
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
- Read 100-160 words per minute (at the middle school level) depending on the nature and difficulty of the text.
- Decode words accurately and automatically.
- Group words into meaningful chunks and phrases.
- Read with expression.
- Combine multiple tasks while reading (e.g. decoding, phrasing, understanding, and interpreting).
Struggling Readers
- Read slowly and laboriously.
- May continue to struggle with decoding or may decode correctly but slowly.
- May not pause at punctuation or recognize phrases.
- Often lack voice or articulation of emotion while reading.
- May lack proficiency in individual skills that result in dysfluent reading and limit comprehension.
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.