Combining Madeline Hunter's Teaching Techniques with the Science of Reading for Middle School Struggling Readers

Madeline Hunter's instructional techniques, often referred to as the "Hunter Model," have been

a mainstay in the world of education since the 1970s. These techniques prioritize clarity, systematic instruction, and student engagement. With the rise in popularity of the science of reading—a research-driven approach to understanding how people learn to read—we find an opportunity to merge these methodologies. Specifically, for middle school students struggling with reading, this combination can offer powerful interventions.

Background on Madeline Hunter's Techniques

Madeline Hunter’s instructional framework consists of seven steps:

1. Objective - Clearly state the lesson's goal.
2. Anticipatory Set - Engage students with an introductory activity or discussion.
3. Input - Provide information or demonstrate a skill.
4. Modeling - Showcase what the desired skill or understanding looks like.
5. Checking for Understanding - Ensure students grasp the skill or concept.
6. Guided Practice - Students practice the skill with teacher support.
7. Independent Practice - Allow students to practice independently.

Essentials of the Science of Reading

Central tenets of the science of reading include:

• Recognizing the importance of phonics, even for older readers.
• Deepening vocabulary and comprehension skills.
• Using explicit instruction and deliberate practice.

Blending the Techniques for Middle School Struggling Readers

Let’s delve into how we can utilize Madeline Hunter’s structured approach to deliver reading interventions for middle school students based on the science of reading.

Example Lesson: Decoding Multisyllabic Words

Objective: Students will decode unfamiliar multisyllabic words using syllable division strategies.

1. Anticipatory Set: Present students with a challenging word (e.g., "unbelievable") and discuss their strategies for decoding it.
2. Input: Teach the different types of syllables (e.g., closed, open, vowel-consonant-e).
3. Modeling: Break down the word "refrigerator" into syllables, demonstrating the rules for division.
4. Checking for Understanding: Ask students to identify syllable types in the word "independent."
5. Guided Practice: In groups, students break down provided multisyllabic words.
6. Independent Practice: Students list and decode unfamiliar multisyllabic words from their reading assignments.

Example Lesson: Context Clues for Vocabulary Development

Objective: Students will infer the meaning of unfamiliar words using context clues from surrounding text.

1. Anticipatory Set: Present a puzzling sentence with an unfamiliar word and brainstorm potential meanings.
2. Input: Discuss types of context clues: definition, synonym, antonym, example, and general context.
3. Modeling: Read a passage and model how to infer the meaning of an unfamiliar word using context.
4. Checking for Understanding: Ask students to identify the type of context clue used in a sample sentence.
5. Guided Practice: Students read passages in pairs and underline unfamiliar words, guessing their meanings using context clues.
6. Independent Practice: Students annotate a new passage, highlighting unfamiliar words and noting their inferred meanings.

Promoting Active Participation à la Hunter

To foster active participation in this older age group:

• Debate & Discuss: For comprehension activities, let students debate the motives of a character or the meaning behind a passage.
• Whiteboard Responses: For decoding or vocabulary exercises, students write their responses on personal whiteboards for immediate feedback.
• Peer Teaching: Allow students to teach a recently learned skill to a classmate, fostering both comprehension and collaboration.

Conclusion

The fusion of Madeline Hunter's structured teaching model with the robust findings from the science of reading offers a promising approach for middle school educators addressing reading challenges. By understanding the unique needs of struggling older readers and delivering systematic, research-backed interventions, we can lay the groundwork for their reading success.

Integrating evidence-based reading strategies with Madeline Hunter's systematic approach empowers educators to provide effective interventions. The result? Struggling middle school readers receive the targeted support they need to thrive.

Science of Reading Phonics ALL STORE ACCESS - Growing Bundle Older Students

Science of Reading BEGINNING "L" BLENDS - Fluency, Reading Comprehension & More

"ay" Phonics for Older Students w/ Multi-Syllable Words, Fluency & Comprehension

"ee", "ea," "ea" Vowel Teams for Older Students: Multi-Syllable Words Phonics

Intervention: Multi-Syllable Word Unit for Older Students VC/CV - Fluency Plus

Multi-Syllable Word TASK CARDS for Older Students VC/CV

Intervention: Multi-Syllable Word Unit for Older Students V/CV - Fluency Plus

Multi-Syllable Word TASK CARDS for Older Students V/CV

Multi-Syllable Word TASK CARDS for Older Students VC/V

Intervention: Multi-Syllable Word Unit for Older Students VC/V - Fluency Plus

References:

1. Hunter, M. (1982). Mastery teaching. El Segundo, CA: TIP Publications.
2. Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. John Wiley & Sons.
3. Ehri, L. C. (2003). Phases of acquisition in learning to read words and implications for teaching. British Journal of Educational Psychology, Monograph Series II, 1, 7-28.