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Characteristics of Pre-Teen Learners

Characteristics of Pre-teens in Reading Intervention

Characteristics of Pre-teen Learners

Pre-teen learners are qualitatively different than younger learners. Teachers and parents can significantly enhance the learning of students this age by understanding the cognitive and social characteristics of pre-teen learners. Using the right instructional strategies to maximize the learning advantages and address the learning challenges of pre-teen learners can make all the difference in their success.

I began my teaching career at the middle school level for four years and made the jump to high school for the next eight years. I taught both social studies and English-language arts. After several years at the high school, I began to be interested in how students learn. Specifically, I became concerned about all the students who relied upon survival skills to pass my classes. These students had significant learning gaps, and the one common denominator was their inability to comprehend the high school reading material. They weren’t dumb kids; they just needed help.

I went back and got my master’s degree as a reading specialist and taught reading intervention classes at the high school and local community college. Thereafter, I made a mid-career and took a job teaching teachers. I served as a district reading specialist with a focus on elementary schools. Given my background, I had no experience with crazy fourth graders (except for my own three boys). I quickly learned that I had absolutely no credibility with my elementary teachers.

I took some good advice and began teaching reading intervention programs at a few elementary schools. What a game-changer! I learned that as much as I wanted to teach reading,  I was going nowhere with these students and their teachers until I learned to teach elementary students. 

Teaching is both art and science and we’ve got to learn what makes the students we teach want to learn.

Pre-Teen Cognitive Development

By ages 9, 10, and 11, most students are able to analytically process information and think for themselves. Piaget classified students of these ages as being in the “concrete operational stage.” Thinking in concrete terms, these students have difficulty with abstract concepts. Generally speaking, most students share the following characteristics:

  1. Willing to try new things
  2. Curious and willing to explore new ideas
  3. Want immediate gratification
  4. Desire recognition and praise for achievement
  5. Like hands-on learn-by-doing activities
  6. Perform well with many brief learning experiences
  7. Have quickly changing interests

Pre-Teen Social Development

At these ages, most students are rapidly developing a social awareness and are exploring how they fit into relationships. Generally speaking, most students share the following characteristics:

  1. Prefer interacting with members of own sex
  2. Feel comfortable in a structured learning environment
  3. Seek role models in older children or in media idols
  4. Demand a system of fairness in the home, in games, and in the classroom
  5. Want to be liked by friends
  6. Desire increasing independence–but want and need adult help

Pre-Teen Instructional Strategies

Although less concerned than older students about the labeling that takes place, when a pre-teen is identified as a remedial reader, the teacher still needs to be mindful of student self-perceptions and those of their peers. A few talking points to address with these young learners may prove helpful:

  • “All students need help in some areas.”
  • “Some students are good at ___________, while others are good at ___________.”
  • “This class is not for dumb kids; it’s for kids who just missed out on some reading skills.”
  • “You aren’t in this class forever. As soon as you master your missing skills, you are out.”
  • “You will learn in this class. I promise.”

The Teaching Reading Strategies (Reading Intervention Program) is designed for non-readers or below grade level readers ages eight-adult. Ideal as both Tier II or III pull-out or push-in reading intervention for older struggling readers, special education students with auditory processing disorders, and ESL, ESOL, or ELL students. This full-year (or half-year intensive) program provides explicit and systematic whole-class instruction and assessment-based small group workshops to differentiate instruction. Both new and veteran reading teachers will appreciate the four training videos, minimal prep and correction, and user-friendly resources in this program, written by a teacher for teachers and their students.

The program provides 13 diagnostic reading and spelling assessments (many with audio files). Teachers use assessment-based instruction to target the discrete concepts and skills each student needs to master according to the assessment data. Whole class and small group instruction includes the following: phonemic awareness activities, synthetic phonics blending and syllabication practice, phonics workshops with formative assessments, expository comprehension worksheets, 102 spelling pattern assessments, reading strategies worksheets, 123 multi-level fluency passage videos recorded at three different reading speeds, writing skills worksheets, 644 reading, spelling, and vocabulary game cards (includes print-ready and digital display versions) to play entertaining learning games.

In addition to these resources, the program features the popular Sam and Friends Guided Reading Phonics Books. These 54 decodable books (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each 8-page book introduces two sight words and reinforces the sound-spellings practiced in that day’s sound-by-sound spelling blending. Plus, each book has two great guided reading activities: a 30-second word fluency to review previously learned sight words and sound-spelling patterns and 5 higher-level comprehension questions. Additionally, each book includes an easy-to-use running record if you choose to assess. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug. These take-home books are great for independent homework practice.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

FREE DOWNLOADS TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING RESOURCES: The SCRIP (Summarize, Connect, Re-think, Interpret, and Predict) Comprehension Strategies includes class posters, five lessons to introduce the strategies, and the SCRIP Comprehension Bookmarks.

 

 

 

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

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