In order to help a dependent reader, we first need to be able to figure out what the student is having problems with. Is it problems with recognizing words, figuring out what an unknown word means? Is the student slow at reading or does he or she have problems keeping the order of events in order? There are of course many more problems a dependent reader may have, but once we recognize what those problems, whether it's one or many, we can then figure out how to go about helping the student. We can help students recognize sight words more easily, give them flow charts to fill out while they're reading, how to think aloud while reading to figure out what is going on, and etc.
Going back to Chapter 2, we can also teach these struggling readers what good readers do: rereading, using prior knowledge, questions the author's purpose and point of view, and etc. I really liked how Kylene Beers points out that reading is an active process because it is. If you just read the text without thinking about it, then the words are just there. It's only when you pay attention that meaning is found within the text and this is what good readers do. This is what struggling readers need to learn in order to become independent readers.
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