Students often see the act of reading, not the content, as the barrier to performing the assigned reading tasks. Instruction in reading, however, continues to strive to improve the act of reading, which has been frustrating the secondary struggling reader for years. We need a new approach that addresses the frustration directly. We need to remove the very act of reading as being the challenge.
To remove the challenges within the act of reading, teachers must tap into their students intelligence. So often they are capable of understanding the ideas within the text, but we keep asking them to struggle with the text itself and not the ideas.