Page 5 - Handbook for reluctant, struggling and poor readers

Erasmus+ Handbook for Reluctant, Struggling and Poor Readers addresses its efforts to a coherent group
of readers, aged 15-18 when, as commonly known, this population loses interest for reading. Built on
guidelines set by the EU HGHGL, 2012, the project offers a rounded, innovative and comprehensive
approach to the problem of RSP readers through its final outcomes: Case study, Handbook for reluctant,
struggling and poor readers containing: motivational texts, guidelines and activities for reading promotion,
innovative Curriculum and Digital classroom with handbook for teachers. It offers an approach centred on
the individual and essential for successfully tackling reading problems, or better, avoiding them altogether
in order to prevent growing gaps in secondary school.
Handbook for RSP reader’s project treats literacy as an essential part of the human right to education. The
right to literacy in this project is translated into a right to support: nobody struggling with literacy should be
left to struggle alone. Bearing in mind that struggling readers are a heterogeneous group, so no single
teaching strategy works for all of them, this project addresses the needs of RSP readers, aiming to improve
reading skills of RSP readers’ population by helping them to overcome their lack of confidence in their own
capabilities and a lack of motivation. Their reading is hindered by obstacles they cannot yet overcome by
themselves, they need the help of competent others, especially the help of professional teachers. In order
to achieve its objectives the project proposes compilation of appealing text materials that will meet RSP
readers’ interests. The primary factor in selecting reading material was focused on increasing of interest
and engagement aiming on improving students’ self-efficacy in reading. Having identified the need for
explicit instruction and educational support on reading strategies, together with psychological support to
build up motivation and self-confidence, a mix of instructional strategies is adapted to the level of students’
competence so that they can benefit from it. Through the methodology of the metacognitive approach,
which gives students tools for the comprehension and study of written texts, built-in motivational activities,
best practices and methods are proposed for implementation. The suggested activities will allow students
to interact, be creative and ultimately grasp key concepts from the motivational texts. Once students realize
they have their own role in the educational process and feeling of self-determination they will much less
likely give up and become more willing to continue to develop their skills even when they encounter
difficulties.
Successful strategies and practices for tackling reading difficulties are rarely addressed in curricula. New
and innovative Curriculum is produced as part of this extensive package. It proposes the model of gradual
transition from canonical and academic literacy across those subject areas addressed to adolescents,
RSP readers in particular. Special emphasis are put on the aspect of reading for pleasure as the
unavoidable factor of motivation for potentially disengaged pupils.
Among others, the project addresses one of the most recent literacy achievement gaps that Europe
struggles with. Reflection on students with migrant origins is implemented within its outcomes in order to
fight one of common misconceptions stating that low literacy is a problem imported by migrants, not for
those born and bred in European countries.
Throughout proposed efficient instruction training materials and guidelines for successful promotion of
reading, the project initiative is aiming to help secondary school teachers and all educational stakeholders
who work with such readers, in developing the skills they need to support struggling readers.
The participants of this project create a knowledge alliance for the reason of their long and outstanding
experience and involvement in literacy issues, adolescent readers and new technologies. They represent
four European countries: Slovakia, Czech Republic, Italy and Croatia. Collective effort of all partners,
including governments, teachers, community members, parents and all relevant stakeholders involved in
this project focuses on putting effective literacy strategies into practice. By sending a strong message to
the public ear it aims to reach the attention of those who create educational policies in partner countries,
and wider on EU level. We believe that ultimately, the project results will be able to help the educators and
national decision makers to achieve what EU experts are calling for.