I love books. I would rather read a book than go to a party (unless of course…it is a dance party). For many children, learning to read will come naturally. They will become at least modest readers, despite any reading approaches or interventions given. This group of children (approximately 60%) will typically be successful readers when immersed in any type of classroom instruction, provided that they are given well-rounded exposure to literacy materials, as well as caregivers and parents who read with them at home.
For the other two-fifths of children, however, cracking the code will not be achieved as easily. They do not like to read because it is a struggle. Some may be diagnosed with dyslexia or a language disorder. Notably, it is because of this group of children, that so much research has been conducted over the years – generally referred to as ‘scientifically-based reading intervention’. Yet with so much research and focus given to literacy development, there still seems to be a plethora of approaches and confusion in how best to address struggling readers. Even as an educator, I find the amount of information to be TOO MUCH. In 2000, the National Reading Panel released a report outlining the essential components of a solid and scientifically-supported approach to reading. These components are:
1. Phonemic awareness: The ability to distinguish, produce, remember, and manipulate the individual sounds (phonemes) in spoken words.
2. Phonics: Knowledge of the predictable correspondences between phonemes and graphemes (the letters and letter combinations that represent phonemes).
3. Reading fluency: Reading text with sufficient speed and accuracy to support comprehension.
4. Vocabulary development: Best achieved by reading itself, oral language practice, and instruction in a wide range of topics.
5. Reading comprehension: Requires comprehension skills and strategies, background knowledge, and verbal reasoning. All are employed by good readers—who read with purpose and flexibility—to understand, remember, and communicate what has been read.
While these components are often addressed by direct instruction and literacy rich classrooms, I have observed in my own practice that many children present with different ‘reading profiles’. For example, some children may be weak in phonics and phonemic awareness while others in executive skills such as vocabulary and comprehension. Because of these differences, I have become increasingly aware that a one-size-fits-all approach never works. I have observed some children with very strong decoding skills and excellent spelling be unable to understand a grade level text due to deficits in comprehension and visual imagery.
Sadly, reading instruction continues to be complicated. Moving forward, if we consider and recognize the individual reading profiles of struggling readers, then we can make informed decisions regarding the type of intervention that will support their success. Literacy unlocks opportunities for children, and it is crucial that we walk alongside our struggling readers to encourage a love for reading.
References
Moats, L. Whole Language High-Jinks – How to tell when scientifically based reading instruction isn’t. Thomas B. Fordham Institute.
Rose. J. (2006). Independent review of the teaching of early reading. Department for Education and Skills.