The Missouri Reader Vol. 38, Issue 1 | Page 10

Enrichment for

High-Level Readers

by Chelsea Lea

Teaching reading can be a difficult task. When confronted with struggling readers, as well as those reading high above their grade level, many teachers find that trying to meet the needs of students with such a wide range of abilities leaves them feeling inadequate and unprepared. As students advance to higher grades, teachers are able to document those students who are struggling readers and pin-point areas that need improvement; however, how to enrich the learning of those students reading above grade level can be a challenge. By researching new ideas and implementing the following strategies, I have become more aware of the needs of these high-level readers in my class, and I feel more equipped to enrich

them.

According to Meynell (n.d.), Professor

at the Neag School of Education

at the University of Connecticut

and author of SEM-R and

Talented Readers, the follow-

ing list composes the char-

acteristics of talented read-

ers: (a) reading before their

peers; (b) more time spent

reading; (c) reading a greater

variety of literature, even into

adulthood; (d) reading at least

two levels above their grade-level

placement; (e) showing a complex and advanced understanding of language; (f) exhibiting an extensive vocab-ulary; (g) iden-tifying relationships between characters with-in texts; (h) the ability to grasp complex ideas; (i) displaying advanced skills when compared to their peers; and lastly, (j) high-level readers might not show a benefit from the usual read-ing instruction, which is where the strategies discussed in this article might be beneficial to classroom teachers.

Guided Reading

When first introduced to the guided reading model, I was overwhelmed. According to Iaquinta (2006), "Guided reading is a teaching approach used with all readers, struggling or independent, that has this fundamental pur-pose: to meet the varying instructional needs of all the students in the classroom, enabling them to greatly expand their reading pow-ers" (p. 414). When implementing the guided reading model, there are so many different components to consider. As I became more comfortable with flexibly grouping students, planning for and following the two-day lesson plan, conducting running records, and activat-ing and validating students' reading behaviors and abilities, I realized I was not providing the

enrichment my high-level readers

needed. With instructional prac-

tices being geared toward aver-

age readers and below, I be-

came aware of my insuffi-

cient understanding of how to provide adequate enrich-ment for my above-grade- level readers. I found that

incorporating literature cir-

cles, partner reading, and inde-

pendent practice through tech-

nology and inquiry helped me better

supplement students who were reading

at levels above their current grade in school.

Classroom Close-Up

Chelsea Lea teaches seventh-grade Communication Arts at Carver Middle School in Springfield. She earned her master’s degree in Literacy with special reading certification from Missouri State University. Chelsea is currently a Ph.D. candidate in Learning, Teaching, and Curriculum at MU.

"With instructional practices being geared toward average readers and below, I became aware of my insufficient understanding of how to provide adequate enrichment for my above-grade-level readers."

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