“May I go to the bathroom?” While this hardly an unusual question from any middle-level student, the number of students who suddenly need to leave the room increases when a teacher assigns a textbook passage to read. Whether it is to use the restroom, visit their locker, or see the school nurse, these students will do just about anything to keep from reading. They are reluctant readers (Sullo 2007), and may struggle with new science terms, lack comprehension, or be simply uninterested in the topic being covered. This article is designed to help reluctant readers with unit-beginning strategies, anticipation guides, during-instruction strategies, and post-reading strategies.
Details
Type Journal ArticlePub Date 9/1/2007Stock # ss07_031_01_31Volume 031Issue 01