When Kids Can't Read What Teachers Can Do 2nd Edition

As I was reading these chapters I was like whoa...I do or have done/said a few of these things. Which would explain why I've never really been a big reader, but I have slowly grown into wanting to read for fun (as long as the book interests me). Which I feel is maybe something that plays a role in students reading. 

As a Teacher's Assistant I pull small groups for reading groups and AIS Intervention I think modeling will play a big role with my groups. I find so many students that struggle when it comes to comprehension and retelling the story. Even when reading a passage and having to answer questions whether multiple choice or short answer they struggle. I think they need more modeling on how to go back to the passage and look for the answer. 

I liked Figure 2.1 the Independent Relationship Among Scaffolds, thinking processes and Skills. I also liked Figure 3.1 Skilled and Less Skilled Readers. As I was reading down through them, I have to admit I was falling on both sides of the chart I'd say I might have been like 50% Skilled and 50% less Skilled but growing more towards the skilled reader as time goes on. 

I have to say I also like Figure 3.3 Instructional Assessment Chart. I hoping to use this chart with my small groups to see where exactly the students are falling and how to help them boost their skills and their love for reading.  

I think all the skills listed in Figure 3 are important to be able to read. I can't wait to read more and see more suggestions on what we can do when kids can't read.