Resilient Readers in a High Poverty School

ASCD has this excellent read on building reading capacity for high poverty students.

Because I teach in the world of high-stakes testing, I have often had to remind my elementary students that learning how to read well isn’t about a test; it’s about the rest of their life.

Bridget Stegman lays out 3 critical attributes to ensure successful readers. 

1.  High Expectations and Support

If we want them to develop the strategies they need to be successful learners, it is crucial to scaffold learning and use the gradual release model (Pearson & Gallagher, 1983) with lots of opportunities to practice metacognitive and fix-up strategies and receive meaningful feedback.

2.  Creating Communities Rich in Caring

I want my students to be not only successful readers in middle school, high school, and college, but also parents that read to their children.

3.  Meaningful Participation 

Giving students a choice in what they read is one way I encourage meaningful participation. When students are able to choose what they read, their motivation increases, they are more willing to participate, and they take ownership of their learning.

He discussed three principles for building resilience in children that I incorporate into small-group reading interventions at the high-poverty elementary school where I am a literacy coach: high expectations and support, creating communities rich in caring, and meaningful participation.

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