The Reading Process and the Struggling Reader

Abstract

This chapter defines the reading process, as well as the struggling reader, whose ability to interact with the text to gain meaning is hindered by difficulties in the use of skills and strategies, making it difficult to independently and flexibly adapt to varying reading situations. When reading is done superficially, it lacks the ability to be a tool for thinking and learning. Unfortunately, this can lead to giving up on reading and finding other, possibly limited, resources that convey information without having to be read. Neuroscientific research reveals that readers who are proficient activate prior knowledge, use strategies both independently and flexibly, and adapt to varying reading situations. The reading experience can be effective if the relationship between the printed word and the reader is grounded in the reader's language development, background knowledge, interest in the topic, past experiences with printed words, and what he or she intends to gain from the experience.