I wish you to grasp at not only what you read but at the miracle of its being readable.

~Vladimir Nabokov, Pale Fire

 

We do [our students] a disservice if we’re too quick to assume that the problem is inside them, rather than the result of a complex interaction between the learner’s abilities, dreams, interests, and feelings; the texts [they’re] exposed to; and the many social environments where learning to read takes place. 

~Sandra Wilde, Miscue Analysis Made Easy

 

​

Learning to speak is an innate ability that can come naturally to most children raised in healthy, loving homes. We are born with the natural ability to distinguish the distinct sounds (phonemes) of all the languages in the world. It is even believed that the ability to speak is encoded in our genes (Sousa, 2014). Learning to read is a completely different story. 

​

Reading is unnatural. There are no areas in the brain dedicated to reading. Learning to read essentially requires a rewiring of the brain which is no easy task! We cannot expect our students to master reading in a day or even a year. Learning to read takes time and is a continuum. Therefore, we need to show our students grace.

​

For some, learning to read in English is even more difficult. Whether it be a result of a learning difference or English language acquisition. In either case, we must always start with our students' strengths. Often times, this means building up their language skills before moving on to reading. In fact, for English language learning students, what is most beneficial is building up their home language and reading skills first. 

​

​

Below are resources to help integrate inclusive reading instruction into the curriculum.

​