Brain-friendly strategies to help all students become lifelong readers Learning to read is more than just an educational issue; it’s a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers’ skills and help students from all grade levels develop their ability to create meaning from print. Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include: • Information on the often-overlooked importance of emotions in the process of overcoming reading struggles • Strategies to promote voluntary reading, even for the most reluctant students • Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos • Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers. “Dr. Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner.” Terry Bernstein, Former Senior Literacy Difficulties Specialist London Boroughs of Camden and Westminster, UK “This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text.” Marty Duncan, Ed.D., Author and Former Educator
When working with struggling writers, it is important to find the structure necessary to enable them to engage in authentic writing activities without frustration.
I want to be very clear about one thing: The purpose of this chapter is NOT to demonstrate how to teach students to write. That will come in another book. The purpose of this chapter is to describe strategies for using writing to enhance students’ ability to read.
The Why and How of Writing
After wide reading, writing is probably the next best thing you can use to help struggling readers. You often hear beginning and emergent readers sounding out words as they listen to find the correct letter sounds during writing activities. This helps in the development of the phonetic cueing ...