Reading Difficult Material
Reading difficult material is an unavoidable reality in the continued development
of the child with reading difficulty.
Reading difficult text is an important part of
early learning. If your child were to read only books that he/she was familiar
and comfortable with then learning could become quite stagnant.
No new concepts would be learnt, new words would not be added to your child's vocabulary,
and language development would certainly be diminished.
School-age children learn the vast majority of new words, language concepts and ideas
through the reading and comprehension of story books and non-fiction books.
But how difficult should the chosen text be? When is the reading of difficult material
The answer is, it depends.
When I introduce new language concepts I prefer to use a book that is within a student's
reading range. I do this particularly when I introduce a difficult language
concept, such as syntactical or grammatical rules.
The story acts as a contextual anchor for the child to return to.
The familiar story aids the child's understanding of recently learnt or difficult concepts. This occurs because
the student learns the new concept within a context that is familiar and well known.
However, if I am adding new semantic information I often prefer that the text be a little
difficult for the child. The
method of repeated readings
caters well for any difficulties a
child may encounter.
The method of repeated reading allows your child to read over a passage with you as many times as it
takes to achieve fluency. Fluency is often achieved after your child has learnt the new
words well (difficult words that your child miscued) and added them to their
If your child continues to have considerable difficulty maintaining fluency on a particular book
and it may be necessary to select a text that is a little easier.
You can say, 'This book has a
number of difficult words, how about we return to it later? Let's try this book (simpler text)
Blank, M. (2006)The Reading Remedy. Six Essential Skills that Will Turn Your Child into a Reader. Jossey-Bass
Wallach, G.P. (2008) Language Intervention for School-Age Students: Setting Goals for Academic Success. Mosby Elsevier
Wagner, R.K. Muse, A.E. & Tannenbaum, K.R. (2007) Vocabulary Acquisition: Implications for Reading Comprehension. The Guilford Press
Wolf, M. (2008) Proust and the Squid. The Story and Science of the Reading Brain Icon Books Ltd.
Content Last Updated 8/11
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