Engaging Adolescent Struggling Readers ThroughDecision-Making Role-Play Simulation: Using Primary Source Documents

Abstract

For adolescents who struggle with reading, a lack of confidence and reluctance to read in content areas such as history/social science presents challenges to learning. More specifically, difficulties with text comprehension and analysis limit content knowledge acquisition and self-expression, which can impact academic success. Therefore, it is incumbent on teachers to create a sense of community that supports students’ risk taking, communication of thoughts, and opportunities for inquiry related to text. To extend this point, literacy scholars have identified engagement through collaborative activities as critical support to the development of content knowledge and literacy. Therefore, I discuss the role of engagement and its benefits for struggling readers through a presentation of the Situation Room experience. Anecdotal quotes obtained from classroom teachers align with the literature and reinforce the important role of social engagement as instrumental literacy support for adolescents who struggle with reading and learning in general.