What individual differences are there in reading?

Research shows a surprising range of differences when it comes to reading processes and abilities. These differences stem from several factors:

• individual cognitive differences
• cultural differences in how people approach the reading process
• personality differences, such as willingness to attempt the task when uncertain of one’s abilities
• gender differences in reading preferences and ways of interacting with others
• differences in background knowledge and experience that affect how one interprets print and nonprint information
• differences in how various students were taught at home and at school.

It is impossible to predict exactly what individual students need for support in their reading. Rather than trying to do so, it is better to stay open to understanding the unique profile of habits and strategies that each student brings to the reading process.

Does individualizing instruction mean that I have to develop a different reading program for each student?

Definitely not! Even if it were practical to do so, separating students when they are working on reading is not the most beneficial approach. It is much more effective to help students become aware of their own strengths and weaknesses so that they can take initiative and support each other as much as possible. Students should be working in groups or pairs as much as possible in order to:

• clarify their purposes for reading and focus on the information they need
• help each other share and select appropriate strategies
• provide encouragement and motivation for each other
• question each other on what they have read
• share new ideas in a way that strengthens understanding
• share opinions and debate ideas about what they have read
• check each other for accuracy
• review important information
• know that they are not alone.

At the same time, you can support the development of individual readers by:

• ensuring that students are reading material at a suitable level
• becoming aware of personal strengths that students bring to their reading
• providing support and reassurance for students in difficulty
• providing quiet time in the classroom for students to read for their own purposes
• setting up a system for students to keep track of their own reading
• letting the student listen to an audio version if the material is too difficult
• “thinking aloud” as much as possible to model effective reading strategies
• encouraging students to think aloud so you can hear their strategies and provide feedback
• encouraging students to make choices about what and when they read
• discussing students’ strategies on a regular basis
• posting reminders around the room of what students can do when they have difficulties with a text
• allowing students time to reflect on new learning
• providing self-assessment tools to help students identify their strengths and weaknesses when it comes to reading.

Taking these measures helps ensure that students develop good strategies for when they are reading on their own and, just as importantly, have the confidence to use them.

Is teaching reading responsively different than responding to other student needs?

Knowing how to respond to students’ behaviour and emotions is an essential component of being an excellent teacher. This is true in all classrooms but particularly in classrooms where students have not had academic success in the past. In reading, as in any other area, good teaching is always grounded in a strong relationship with students, where you can provide support and guidance.

However, when teaching reading to students with difficulties, there are additional elements that support your ability to be a responsive teacher. Learning more about these elements will not only make you a better teacher, but will make the process richer and more satisfying for you. Indeed, many teachers who study reading report that they have become more aware and strategic in their own reading as a result!

You can click on each of the workshops listed below to gain information about why each element is important in your teaching. As you read through these workshops, consider ways that you might gradually introduce the concepts and strategies into your teaching. By making small changes and incorporating new activities or approaches on an ongoing basis, you can help students be more confident and successful in their reading.

Workshops

I.Responsive Teaching II.Contexts of Reading III.Active Reading IV.Multiple Texts/Multiple Literacies