Some struggling readers are unaware of the actual number of words they can read because they often perceive reading only as a school activity. The words around them in their community outside of school can be used to bolster their confidence and broaden their view of the place of reading in the real world. You can assist struggling readers by bringing the students’ world outside school into the classroom and thus help students to read the world around them and acknowledge the importance of nonschool print.
The use of environmental print in the classroom was a topic of interest during the 1980s (Bissex, 1980; Taylor, 1983; Teale & Sulzby, 1986). Researchers suggested that teachers could help young readers and writers better understand the connection between oral and written language by bringing print from the real world into the classroom. More recently, Orellana and Hernandez (1999) suggested that literacy walks in urban environments also help teachers to learn more about their students while using environmental print to teach words.
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