Book Page Turners

Observe students closely while they are manipulating reading materials. Looks for signs of struggle including difficulty turning a single page at a time, wrinkling pages, tearing pages or general frustration when turning pages.

Use objects that are widely accessible. Paperclips, sticky notes and popsicle sticks work well in a staggered sequence. Hot glue dots, picture frame dots or felt furniture protectors can be placed in the same spot (e.g., top of page) on each page and work well for creating space between pages.

Place the first Book Page Turner on the top of the first page of the book and subsequent turners on the following pages, either in a staggered sequence or in the same location on each page. Instruct students to leave the Book Page Turners in place.

Place Book Page Turners in books that students access during independent reading or free choice times. Use Book Page Turners during guided reading to model use of Book Turners organically during instruction.

Introduce Book Page Turners to students by explicitly modeling how to use them effectively. Observe students as they begin to use the turners and offer guidance prior releasing them to independent reading.

Vary Book Page Turner materials to increase challenge over time and encourage fine motor development. Introduce Book Page Turners using easily manipulated materials (e.g., paper clips) and progress to sticky notes to create division between pages, but promote fine motor strength.

Assess students’ progress while using Book Page Turners. To promote independence and fine motor development, remove Book Page Turners when students demonstrate that they are capable of turning the pages without the adaptations.

During independent reading and free choice opportunities, a preschool teacher observes that some students encounter difficulty when turning the pages in the books they are looking at. Although students can easily turn the pages of board books, they tend to rip and wrinkle pages of picture books with finer pages as they are difficult to manipulate. The teacher decides to adapt books with Book Page Turners to ensure all students have equal accessibility to reading despite varying fine motor abilities. The teacher adapts some books by sequencing paperclips in a staggered order, placing the first paper clip at the top of the first page, and the second paper clip a little lower, following this order through the last page. Next, the teacher demonstrates how to use the paperclips to assist in page turning, allowing students an opportunity to demonstrate understanding before releasing them to enjoy the books independently.

An elementary teacher has recently distributed student editions of a new reading curriculum to the class. The books are large and heavy with thin, lightweight pages. The teacher notices that one student with significant fine motor needs (e.g., control, weakness) struggles to navigate to the correct page when asked to do so. In order to support the student in following along with the class, the teacher decides to add Book Page Turners on sticky notes labeled with the titles of each of the stories that the class will be working with for the next several weeks. The teacher then works with the student independently to practice using the Book Page Turners prior to the next whole group reading lesson.