"Examine the literacy activities that struggling readers in your school experience every day. Do all of them spend at least two-thirds of their reading and writing lessons actually reading and writing? Or do they spend larger amounts of time on specific skill-work activities, and little time reading and writing?
When struggling readers interact with texts all day long, in science and social studies lessons, for instance, do they read with 98% accuracy or higher -- or do they struggle with reading accuracy, then fluency, and finally comprehension? What are students learning about language and literacy in settings where they have an uninterrupted diet of challenging texts?
Ask yourself:
- Are the adults in our school making decisions that create struggling readers?
- Are instructional systems and uses of time designed to ensure the activities recommended above? If not, what is in their place?
- What am I going to do to ensure that every child spends most of every day in high-quality, literate, learning environments?"
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