Every one in education agrees that it is no easy task to teach reading to a child who can’t sit still. However, all educators know that it is possible with a little patience and time. In 1946, researcher Emmett Betts was the first to suggest that students needed books in which they could recognize 90% of the words and comprehend 75% of the information. Publishing companies heeded his words and now many new books have been published for the “high interest, low vocabulary” needs student!  These books are written for the struggling reader who relies heavily on the pictures as a beginning reader and on his classmates as an older student. These students develop an attitude against reading and learn coping strategies which lead them to avoid instead fix reading problems. The parents and the teachers must work to build confidence in this student and help him find success in reading.

Follow up:

Instead of relying on the Fry Readability Score or another scoring system that relies on mathematical equations, the high/lo writer needs to become aware of developing realistic characters along with a readable and convincing text which will satisfy the readers’ interest and needs.  Interest must be retained throughout and the plot should remain viable and spinning in action. The sentences should be short, polysyllabic words, few words, and a reasonable vocabulary.

The best reading materials will have a compelling storyline with creditable characters. The topics and issues can be made personal and capable of emotional connections. The formatting should be supportive with appropriate illustrations and care taken to ensure the proper text placement such as very few hyphens, correct line spacing and  appropriate type face. The book should present a straightforward development in the plot with few or no flashbacks, time shifts or confusing point of view. Simple sentence structure is easily understood, and sentence structure should be simple; i.e. subordinate clauses should follow the main clause. By making connections with the student’s own experiences, the student becomes able to relate to the topics and issues, and the student may be able on this strength alone to read two grade levels or more beyond his tested level. The book should have a pleasing look. The cover should not be down-graded to assume the appearance of a “special” book only for “special” readers.  The book should be just as enjoyable for a good reader as for the struggling reader.

Children choose books to read for themselves for the very same reasons adults choose books to read. All readers are motivated to read a book for the same reasons.

a.    Someone recommends the book (friend, peer)
b.    Interest in the topic/story
c.    Interest in the author
d.    Cover and back blurb
e.    Display
f.    Television tie-in  or promotion

Teachers must meet the challenge of matching books/text with readers even into the upper grades. The complexity of the reading should match the reading experience of the student. Students must have accessible reading in school in order to have the attitudes and strategies necessary to become readers for life.