Reading Strategies for Stalled and Reluctant Young Readers

Introduction: Why Reading Matters

Teaching young people to read is not the easiest task in the world, but in order to prepare children for their future educational journeys—and for life as intelligent citizens—they need to learn to read. They need to learn to read well, because reading opens doors, inspires stories, and takes the reader on journeys—not simply because schools require it and it is something they "have to do." For students who already know how to read but are "stalled readers" and do not stay on a page of content for more than a few seconds, there are targeted strategies available as well.

Understanding the Stalled Reader

When a teacher creates enthusiasm and stimulates genuine interest in a subject, children become far more engaged with whatever is being presented. Kids crave stories that stir up their emotions, and a teacher needs to launch into a reading assignment with the enthusiasm and energy of a talented actor. Remember, the teacher is essentially competing with immersive video games and other digital entertainment, so the goal is to make reading fun and exciting.

Typically, stalled readers learned to read fairly quickly in first or second grade but somehow lost interest—perhaps drawn away by video games or television, which felt more engaging than sitting down with a book. These children may require direct instruction in a tutorial setting and tend to respond better in small groups or one-on-one environments. Calling out a child for not knowing a word or its context in front of the whole class is counterproductive; no effective teacher would do that. The stalled reader requires the commitment of a very patient, "forward-looking professional teacher over the long haul" (Balajthy et al., 2003).

The stalled reader may have cycled through one reading program after another, or been pulled out of several classroom situations to attend special reading classes that felt boring or stigmatizing. Being removed from the regular classroom in front of peers can carry an implicit message that the child is not capable—a damaging association. Giving that child a fresh start is the first step to re-engaging him or her. Teachers need to research the recent history of a stalled reader's school experiences and discuss failed approaches openly with the student, demonstrating that he or she is now in a position to learn in new, enjoyable ways and to move beyond what may have happened previously (Balajthy et al., 2003).

Choosing the Right Books

A critical question is: what are that child's interests? Teachers need to go out of their way to ensure the books they select for stalled readers are interesting, fascinating, and even a little provocative. Kids love scary stories, suspenseful stories, and above all, humor. A book for children ages five to eight can include mildly silly jokes—mentioning "underwear" or a pie in the face—while humor for middle-grade readers tends to be more cerebral and "subversive" (Backes, 2012). A book in which the main character is the butt of jokes, perhaps because he breaks the rules and ends up embarrassed, can be highly effective. Well-defined, memorable characters attract middle-grade students powerfully. Aliens, wizards such as Harry Potter, and other compelling figures fascinate children and draw them into a story.

Any alert child who has stalled in reading will nonetheless respond well to books that feature: (a) a fast-paced plot—reluctant readers do not have the patience to wade through long descriptive passages, so a brisk narrative is vital; (b) concise chapters that present one clear event which logically leads to the next; (c) kid relevance—a child becomes involved far more quickly when the subject connects to his or her own life, rather than what adults think the child should want to read; and (d) unique presentation—books that offer "freaky facts" or take an unexpected slant on a topic the child cares about can kick-start curiosity and imagination, especially when the teacher offers small intriguing excerpts and challenges students to find other moments that spark a smile or a frown (Backes, 2012).

Conclusion

There are an unlimited number of strategies for working with students who are stalled in their reading ability or in their interest in books. This paper has outlined several of those strategies; many more can be found throughout the literacy education literature. The key principles running through all of them are patience, creativity, and an unwavering focus on the individual child's interests and experiences. When teachers approach stalled readers with genuine enthusiasm and a willingness to meet students where they are, reading can become not a chore but an adventure.

Backes, Laura. (2012). Best Books for Kids Who (Think They) Hate to Read: 125 Books That Will Turn Any Child into a Lifelong Reader. New York: Random House Digital, Inc.

Balajthy, Ernest, and Lipa-Wade, Sally. (2003). Struggling Readers: Assessment and Instruction in Grades K–6.

Freeman, Judy. (2007). Once Upon a Time: Using Storytelling, Creative Drama, and Reader's Theater with Children in Grades PreK–6. Chicago, IL: Greenwood Publishing Group.

Rasinski, T., and Padak, N. (1996). Holistic Reading Strategies: Teaching Children Who Find Reading Difficult. Englewood Cliffs, NJ: Merrill/Prentice Hall.