Instructional Practices for Supporting Students
Experiencing Difficulty Reading
In this section, guidance is provided regarding research-
based instruction for students who are experiencing difficulty
with reading, whether due to a disability or not. As noted in a
previous section of this chapter, the largest group of students
with disabilities consists of students with specific learning
disabilities, which often involves difficulty in reading. In
addition, many students without disabilities demonstrate poor
reading achievement. Presented here are general guidelines for
supporting students experiencing difficulty with reading; what
is appropriate for individuals depends on many factors,
including the particular needs, age, language proficiency in
English and in the primary language, cultural and linguistic
backgrounds, circumstances, and past experiences of the
students. In all cases, instruction should take place in the context
of a supportive, respectful environment that communicates high
expectations. Furthermore, attention needs to be paid to student motivation. (See the introduction
and chapter 2 in this ELA/ELD Framework.)
Support for students experiencing difficulty begins with close attention to students’ progress and,
in the case of ELs, includes consideration of primary language and literacy skills, knowledge, and
abilities. Ideally, students complete the primary grades with a good working command of foundational
skills; a rapidly expanding vocabulary and increasing proficiency with complex grammatical
structures; a developing body of content knowledge across the disciplines; the ability to comprehend
and communicate about a variety of text types on their grade level, including making inferences
and connections with other texts and knowledge; and an interest in engaging with texts both as
composers and consumers. This early solid foundation best positions all learners for future success.
However, even when learners receive the highest quality, differentiated first instruction (UDL
and MTSS Tier 1), some may experience difficulty for any number of reasons. The most effective
interventions occur at the first sign of difficulty, whatever the
grade level. Teachers should be observant and responsive,
and MTSS should be in place in schools. Much can be
accomplished with immediate action. Some interventions
are short term; others demand more time. The more severe
the difficulty or the older the student, the more time is
required. Vaughn and her colleagues (2012b, 523) note
“there is accumulating evidence that remediating reading
problems in students after fourth grade will require a
long-term commitment; it may be necessary to provide
reading interventions throughout secondary school while
also increasing instructional practices such as vocabulary
and comprehension enhancements within content-area
instruction.” Attentive educators and careful diagnosis,
therefore, are crucial (see chapter 8).
Support for students
experiencing difficulty
begins with close
attention to students’
progress and, in the
case of ELs, includes
consideration of primary
language and literacy
skills, knowledge, and
abilities.The most effective interventions
occur at the first sign of
difficulty, whatever the grade
level. Teachers should be
observant and responsive,
and MTSS should be in place
in schools. Much can be
accomplished with immediate
action.920 | Chapter 9 Access and Equity