Not All Students Learn to Read by Third Grade

Abstract

Twenty middle school students with reading-related learning disabilities were interviewed on two occasions to better understand their perceptions about (a) their reading ability, (b) procedures used to assist with reading instruction and the extent to which they were perceived as useful, (c) purposes for involvement in explicit reading instruction, and (d) reading instruction that might improve their reading ability. Findings revealed that despite considerable past challenges in learning to read, all of the students indicated willingness to learn to read and recognized the importance of reading to later successes in getting and keeping a job. Many stated that there was something wrong with them and that is why they had difficulty. Also, the students did not mind participating in what might be perceived as elementary or basic work in reading if it would lead to better reading skills for them. They expressed concern that they would be embarrassed if friends recognized that they were learning to read.