StruggleIs Not a Bad Word: Misconceptions and Recommendations About Readers Struggling With Difficult Texts

Abstract

Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading. In turn, teachers might use easier or leveled texts as a solution or a graphic novel or multimodal version to differentiate text reading and to motivate and engage reluctant readers. The authors refute commonly held assumptions or misconceptions and offer alternative recommendations to improve students’ ability to learn from text and develop reading comprehension. The authors also suggest that teachers should embrace the struggle by providing supportive opportunities for all students to engage with challenging texts with appropriate instructional supports. Comprehension scaffolds include addressing adolescent readers’ knowledge and vocabulary needs, engaging readers in discussion about the text, and motivating and engaging readers with the topic and text throughout the reading experience.

Do secondary English teachers have adequate time and resourcing to meet the needs of struggling literacy learners?

“…It can be argued that the most pertinent skill required to meet these goals is literacy, as it is closely and consistently related to opportunity and life chances beyond school (ABS 2013;Kirsch et al (2002); McIntosh and Vignoles 2001). Low adolescent literacy is a broad concern internationally (Baye et al 2019;Lupo, Strong, and Conradi Smith 2019;OECD 2016). In the UK, OECD reports indicate that one-third of students aged 16-19 have low literacy skills and that adolescent students' literacy level is below that of people aged 55 and above (OECD 2016), though there have been improvements in UK students' literacy performance in recent times (McGrane et al 2017).…”

How Youth and Adults With Negative Reading Histories Found a Way to Enjoy Reading

“…As educators, we must work to disrupt the practices of labeling readers, and we need to be mindful about the kinds of reading experiences that youth have. Anyone can experience difficulties with reading at any time, and it is important that we normalize the concept of struggle within reading (Lupo, Strong, & Conradi Smith, ). We may be able to break negative cycles and perceptions with a single positive experience.…”

Implementation and Evaluation of 7Es Scientific Inquiry through Plant Assay Guide Manual among Grade 9 Science, Technology, and Engineering (STE) Junior High School Students

“…It must also be engaging the readers in discussion about the text. All throughout the students' experience in reading the manual, the readers must be engaged and motivated [19].…”