Mastering the connection between sounds and letters is critical for building strong reading skills in struggling readers. Fortunately, the process is simple. Anyone with a normal IQ may grasp it.
However, many pupils fall behind in reading classes. Houtveen and van de Grift suggest that this is typically due to a lack of understanding of technical reading fundamentals.
Effective teaching methods can significantly reduce dropout rates. Their research outlines effective strategies to maintain focus in the classroom through additional training and structured practice time. Their approach paved the way for the popular LIST methodology.
"Tailored Reading Interventions: The Key to Helping Struggling Readers
In a previous study, Houtveen and Van de Grift discovered that schools with a high number of struggling readers exhibit diverging behaviour.
Additionally, classrooms have defined level groups with specific reading goals and instructional materials. In practice, only the top pupils gain from this. The fixed division causes weak pupils to fall further behind and remain locked at their current level.
Pupils who are taken out of class to follow their own reading program with an RT may struggle to catch up with their peers.
As a result, both reading researchers agree that this is not the correct approach. It is preferable to encourage and challenge struggling readers than to protect them from failing.
Convergent differentiation involves tailoring the pace, instruction, and practice time to each pupils’ level while maintaining reading goals. Regular performance monitoring and testing helps teachers identify which pupils require specific support.
Houtveen and Van de Grift developed a three-layer differentiation program and had teachers from 21 primary schools use it for six months following a brief training. The researchers compared the reading performance of their pupils to that of pupils from sixteen control schools.
Houtveen led the development of the LIST program. The LIST methodology supports both early-stage and fluent reading development in struggling readers. Setting high and achievable goals for all pupils through targeted instruction and practice is key to success. Reading pleasure and engaging with rich literature are crucial.
Houtveen and colleagues developed a text comprehension teaching tool based on the same approach.
How Differentiated Reading Strategies Boost Success for Weak Readers
As previously stated, Houtveen and Van de Grift's program consists of three levels of differentiation. The first layer, standard education, is sufficient for 70-80% of pupils.
Pupils experiencing delays that cannot be traced to specific conditions are put in the second tier. In addition to regular curriculum, they receive fifteen minutes of supplementary instruction and practise four times per week for six months. This is done in small groups of 4-5 pupils. They use the same instructional materials and have the same reading goals.
When this turns out to be insufficient, pupils receive one-on-one focused instruction from a specialised teacher, sometimes supported by an online practice program. After mastering a reading goal, such as learning the first 10 graphemes, pupils go on to the second tier.
"Direct instruction proves highly effective for structured reading activities, particularly for teaching sound-letter combinations sequentially to weak readers. This applies to all pupils, particularly those who struggle with reading. With direct instruction, you always state the goal of the lesson.
Begin the class by retrieving prior knowledge (e.g., "the last time you learnt...") and then modelling what pupils will learn new.
The next step is guided practice, which involves providing pupils with feedback and guiding them until they can complete tasks independently. You routinely repeat the class material and assess pupils' achievement of the objectives.
Teachers from 21 schools (experimental group) followed this strategy for five months. Compared to control schools, their pupils performed higher on average. Houtveen and Van de Grift's analysis of weak readers revealed surprising results.
At the start of the study, the experimental group contained a higher-than-average number of weak pupils (28%). After five months, the percentage had dropped to six.
A year later, the researchers observed a drop. The approach's effects were not completely intact. However, the large proportion of poor readers was no longer a problem; the experimental schools were now at the national average (12 percent).
Houtveen and Van de Grift critically examined their technique, asking what may be improved. First, they found the need to better explain to instructors how this technique works and why it is so vital.
However, the researchers are mostly self-critical: perhaps they focused too much on reading skill while paying too little attention to reading motivation and appealing reading materials.
Why High Expectations and Direct Instruction Matter for Struggling Readers
Every pupil can learn to read. This statement should be imprinted on school walls and classrooms. Mastering sound-letter pairings is a basic ability that everybody may learn. There is no need to change reading goals.
Brushing up on weak pupils in class is more effective than providing extra aid outside of class.
Maintaining high expectations is key. Reading is a fundamental ability for learning, thus schools must prioritise providing every pupil with the opportunity to master it.
Houtveen and Van de Grift are not the only researchers who have proved the usefulness of convergent differentiation and direct training. More and more schools are following these didactics.
Teachers require support to effectively implement the technique. Teacher training colleges are responsible for educating future teachers on technical reading instruction techniques. School management can implement a good reading policy and provide additional instruction if necessary.
Additionally, support instructors by providing adequate reading time and a diverse book collection.
Practical Tips to Support Weak Readers in Your Classroom
As a teacher, you can encourage kids to write. In group 3, learning becomes an initiation ritual for six-year-olds, transforming them into literate members of society. This is both a unique and crucial responsibility. Without you, they will not be able to learn.
Of course, you do your best to keep all pupils focused. But don't think, "This pupil is struggling so much, let him slow down a little."
Allow this type of pupil to practise more. Clear class objectives, extensive demonstration, and targeted feedback benefit all pupils, particularly the weak ones. You can also use online practice tools to make practicing less time demanding.
Providing pupils with self-confidence is crucial, let them know you will assist them in developing it. Allow them to see that extra practice makes a significant difference.
Allow children to discover amazing stories concealed behind 'stupid letters', and encourage them to pursue them further.
Key Takeaways:
- Every pupil can learn to read.
- Modify your pace, instruction, and practice time for struggling readers, but not the reading objectives.
- Direct instruction is a proven method for technical reading.
- Focus on enjoying language and literature rather than relying on technique.
Reference
Houtveen, T., & Grift, W. van de (2012). Improving reading achievements of struggling learners.