Chapter 11 "When Kids Can't Read"

The author states on page 230 "If we don't use phonics and context together, we can make mistakes that keep us from understanding what we read." She also states on page 242 "But none of that will matter if we fail to give them plenty of opportunity to read at their instrucional and independent levels."

Many times it is easy to make lessons that have small bits and pieces of information but then never put all of that information together. Reading and spelling go hand in hand and should be something that is taught together. Phonics and context should also be taught together, because without both of these things together there is no reading, at least not reading well. When a stuggling reader has questions or problems on a particular part merely saying sound it out is not alwasy good enough strategy.The author outlines 10 suggestions to help struggling readers take control and gain confedence. If at least some of these things were taught in each lesson this could really help students understand what they are missing. These principals could help out teachers when "sound it out" is just not enough.