When Kids Can't Read: What Teachers Can Do: A Guide for Teachers 6-12 Reviews

UPDATE TIME: 2017-10-23 
Review Score: 5 out of 5 star From 83 user ratings

" The book is strongly geared towards English teachers, with minimal suggestions for other subjects. That said, with modification, there are some very solid suggestions- enough to fill 3 pages of handwritten notes.The most useful portion of the book begins around page 250. In general it isn't a particularly strenuous read, but the author does linger a little too long on word parts and phonics to completely hold my attention. " said.

"The positive: Practical, actual advice and ideas. A great sense of compassion for struggling and reluctant readers, and a myriad of inspiring and exciting possibilities to use and adapt in a classroom.

The negative: The conceit of the letters to a former student got a little annoying. Because I'm a secondary ed. major, I would have appreciated a touch more about high school juniors and seniors, but that's really just a personal preference, not a slam on the book.

The summary: Easily my favorite education book so far. One I will absolutely use, refer to, and enjoy for a long time.
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" Can't say enough about this book. It's the only PD book that has ever made me cry. Let me explain.Kylene begins and ends each chapter with a letter to "George" a former student of hers from her first year of teaching-he was a struggling reader! She felt like she failed him. How many "Georges" have we failed simply because we didn't know how to help them?She offers TONS of practical ideas/strategies for struggling readers in the upper grades.This is a MUST read!Don't delay-read it today! " said.

"I absolutely love and value the ideas of signposts to make our adolescent readers stop and THINK about the books they are reading in and out of our classrooms. I teach 6th grade where kids have been studying reading strategies for all their elementary years. I can't wait to take reading strategies to the next level by teaching signposts as explained in this well written book. students will be using all their background knowledge of strategies, apply them naturally and deepen their higher level thinking about books...any book! This book will make me a better reading teacher!" said.

"A brilliant book for anyone teaching students in grades 6 through 12 to read. If I could have only one resource for teaching reading in these grades, this would be the one. Kylene covers everything from comprehension and vocabulary to connecting kids to the right book. The appendices range from high frequency word lists to booklists. As an added bonus Kylene infuses the text with a running dialogue with one of her first struggling readers, George, and how now, twenty years later, she is ready to answer George's parents who asked why George couldn't read and what could be done about it. " said.

"absolutely useful as a reference book (or to read straight through) in order to learn about how kids learn to read, how to identify exactly which problems kids might be having when they struggle with reading, which literacy terms mean what, and how to teach people to read effectively, with their unique needs in mind.

clearly written and full of sample work, handouts to use when teaching literacy, diagnostic methods, etc. this is the best book i've found on the subject of understanding and helping struggling readers--extremely useful for any teacher who thinks reading is a worthwhile endeavor.
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"I really enjoy reading Kylene Beers' work. I've read her book on Adolescent Literacy before this one, and I find the advice she gives to be practical and useful in the classroom. It feels kind of silly to me that I read this book at the very end of my reading specialist training, as it basically outlines what I've wanted to know all along. She doesn't get overly-theoretical or philosophical, and she doesn't blame kids reading problems on broader social issues. She just gives you practical strategies to use in the classroom if you have a struggling reader, which I feel can benefit any teacher. " said.

"I actually didn't quite finish this; just slightly over halfway read. It was ok; but I'm hardly motivated to finish it right now. There's some good ideas; but I've read better educational materials. The author was a little wordy and there were elements that eventually had me skimming through. Like beginning each chapter with a letter to an old student she regrets not having helped more. (Those got old after one chapter.) And the "what it would look like" scenarios for using a particular strategy. Those were long and somewhat tedious, and I kept thinking to myself that my students--as struggling readers--would never discuss literature like that." said.

November 2017 New Book:

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