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The Characteristics of Good and Poor Readers

Wednesday, June 17, 2020 by Demitra Bryant | Uncategorized


Comprehension is an area of concern for many students. I cannot begin to tell you how many times parents come to me frustrated because they are very concern about their child's reading. In many cases, the parents are saying that their child reads very well, but unable to answer questions correctly on tests and failing classes. 

I usually tell parents that there are a number of key factors associated with students and reading. One key factor is textual materials and the reading comprehension process that contributes to the difficulties some students have.Reading comprehension requires an extensive amount of instructional time and attention in order for children to be proficient in understanding the materials. Ask your child how many times did they read the article or passage. Most will respond one time and then possibly not for the entire class period. It can be very frustrating for your child to see their peers completing their assignments and turning it in for a grade, while they haven't even had time to process they face that the article was long and boring. 

So, what are the characteristics of good and poor readers? See the table below. 


Good Readers
Poor Readers 

Before Reading 

  • Consider what they already know about a topic.
  • Use text features (maps, charts, illustrations, headings) to get a sense of what they will read. 
  • Begin reading without a purpose for reading.
  • Do not consider their background knowledge about the topic. 
  • Lack motivation or interest. 


During Reading

  • Monitor their reading by recognizing comprehension programs and using fix-up strategies.
  • Use context text clues to figure out the meaning of vocabulary and concepts.  
  • Identify the main idea and important details.
  • Read fluently
  • Use word identification strategies to decode unfamiliar words.
  • Recognize and use text structures to gain meaning from reading.
  • Move through the text, even if they do not understand what they have read.
  • Do not read fluently. 
  • Do not recognize text structures.
  • Lack strategies to figure out new words.
  • Lack strategies to repair comprehension problems.


After Reading

  • Summarize reading
  • Reflect on content
  • Draw inferences 
  • Cannot summarize important points
  • Do not use strategies to reflect on reading


At My Tutor Helps Me, I provide reading and writing assistance for struggling students that have been identified as learning disabled, have an IEP, 504 Plan or on the Student Support Team (SST) receiving Response to Interventions (RTI). 

Strategies are used to help assist struggling students or enhance those that are on grade level. 

Would you like to know your child's current reading level?

Is writing an area of concern?

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