Handbook for reluctant, struggling and poor readers

Handbook for reluctant, struggling and poor readers project addresses its efforts to a coherent group of readers aged 12-18. when, as commonly known, this population loses interest for reading. The project offers an approach centred on the individual and essential for successfully tackling reading problems, or better, avoiding them altogether in order to prevent growing gaps in secondary school. Addressing the needs of reluctant, struggling and poor readers this project aims to improve their reading skills by helping them to overcome their lack of confidence in their own capabilities and a lack of motivation. The RSP's reading is hindered by obstacles they cannot overcome by themselves; they need the help of competent others, especially the help of professional teachers. Having identified the need for explicit instruction and educational support on reading strategies, together with psychological support to build up motivation and self-confidence, the project offers a mix of instructional strategies adapted to the level of students’ competence so that they can benefit from it. Through the methodology of the metacognitive approach which gives students tools for the comprehension and study of written texts, built-in motivational activities, best practices and methods are implemented. Built on guidelines set by the EU HGHGL, 2012, the project developed rounded, innovative and comprehensive approach to the problem of RSP readers through its final outcomes: Case study, Handbook for reluctant, struggling and poor readers containing: motivational texts, guidelines and activities for reading promotion, innovative Curriculum and LMS Digital classroom for teachers, students and all relevant stakeholders. The activities within this project allowe students to interact, be creative and ultimately grasp key concepts from the motivational texts. In order to achieve its objectives the project is proposing compilation of 51 appealing text materials meeting RSP readers’ interests. Successful strategies and practices for tackling reading difficulties are rarely addressed in the Curriculum. New and innovative Curricula are produced as part of this extensive packadge, proposing the model of gradual transition from canonical and academic literacy across various subject areas, in all kinds of media, so that actual needs of RSP readers can be met. Special emphasis are put on the aspect of reading for pleasure as the unavoidable factor of motivation for potentially disengaged pupils. In order to define efficient ways to successfully promote reading, the project initiative helps secondary school teachers by developing the skills they need to support struggling readers. The project offers instruction training materials intended for those who work with such readers. Among others, it addresses one of the most recent literacy achievement gaps that Europe struggles with, reflecting on students with migrant origins in order to fight one of common misconceptions that low literacy is a problem imported by migrants, not for those born and bred in European countries. Six participating organisations within the project created a Knowledge Alliance for the reason of their long and outstanding experience and involvement in literacy issues, adolescent readers and new technologies. They represent 4 European countries: Slovakia, Czech Republic, Italy and Croatia. RSP readers population, who acquired control over their reading during this project life time started to spread the project accomplishments among their peers by showing increased motivation for reading and by encouraging and supporting reading and writing for pleasure. They are cultivating a culture of reading in long term by creating a reader's motivated environment among their population and further, through their active grown-up lifes. By helping cultivate the culture of reading in recognition that reading for pleasure is a standard for all, children and adults, they became the best dissemminators of project results. People who love to read, will read more. Since they read more, they read better, but because they read better, they read more - a closed circle that benefits individuals, families and society as a whole. Culture of reading consequently works in direction of paradigma change. It does not only encourage more and better reading, it encourages the very poor who read to seek and receive support when and where needed. By collective effort of all partners, including governments, teachers, community members, parents and all relevant stakeholders involved, effective literacy strategies were succesfully inplemented into practice. By sending a strong message to the public ear this project reached the attention of those who create educational policies in partner countries, and wider on EU level.