Reading Specialists’ Perceptions and Pedagogical Practices towards Struggling Readers

Alma Williams, Evan Ortlieb


Though concentrated efforts have focused on scientifically based instructional skills compulsory for reading development, they have failed to address the relationship between reading attitude and reading performance. Literacy experts have widely acknowledged the importance of ongoing efforts towards instilling and maintaining a positive attitude and motivation for reading, especially as it pertains to struggling readers. Investigators sought to examine reading specialists’ perspectives of struggling readers’ attitudes towards reading and their teaching practices used to bolster students’ attitudes and abilities to read. This case study investigation involved 10 reading specialists who reported explicit instruction of both decoding and comprehension skills was the most common contributor to students’ negative attitudes about reading. Classroom teachers can combat this trend by implementing an array of reading strategies and providing more student-centered interventions from early grades through junior high school. 

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