Improving Low-Reading Ages in the Secondary School

Practical Strategies for Learning Support

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Improving Low-Reading Ages in the Secondary School by Paul Blum, Taylor and Francis
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Author: Paul Blum ISBN: 9781134332182
Publisher: Taylor and Francis Publication: December 6, 2012
Imprint: Routledge Language: English
Author: Paul Blum
ISBN: 9781134332182
Publisher: Taylor and Francis
Publication: December 6, 2012
Imprint: Routledge
Language: English

This highly practical guide shows how learning support teachers and assistants can work effectively with secondary school pupils who are struggling with their reading. It relates directly to the working practices of teachers, steering them through issues such as:

  • assessing the low-age reader
  • working with reading withdrawal groups
  • finding and creating resources for low-age readers
  • constructing spelling strategies to support reading
  • understanding the emotional dimension to being a poor reader
  • how to effectively involve parents.

Paul Blum offers valuable advice on how to make challenging mainstream subject textbooks accessible to low-aged readers and help on where to find good free resources as well as commercial materials to suit them. Exploring the vital relationship between the mainstream and learning support function, he also outlines the ways in which the two can be harnessed to make a significant difference to reading improvement.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This highly practical guide shows how learning support teachers and assistants can work effectively with secondary school pupils who are struggling with their reading. It relates directly to the working practices of teachers, steering them through issues such as:

Paul Blum offers valuable advice on how to make challenging mainstream subject textbooks accessible to low-aged readers and help on where to find good free resources as well as commercial materials to suit them. Exploring the vital relationship between the mainstream and learning support function, he also outlines the ways in which the two can be harnessed to make a significant difference to reading improvement.

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