It has often been stated that, “reading is fundamental.” Unfortunately, the ability to read is not easily acquired for every individual. The act of reading is a learned skill that seemingly comes natural for many students, while for other people learning to read is an uphill battle. In fact, in a recent article by Otaiba and others, data from the National Center for Education Statistics is included stating that “[o]only about 36% of fourth graders can read on grade level in schools in the United States” (829). Another shocking statistic noted by Fien and others is “that only 23 percent of high school graduates who took the ACT in 2009 met the college readiness benchmark in reading” (37). Recognizing and helping these struggling readers is an important job of parents and educators alike. While intensive reading intervention is most ideally administered in the primary grade levels, I believe it is never too late to help a struggling reader.
The earlier intervention occurs for an individual, the better and more positive will be the impact of such intervention on his life. Jeanne Wanzek from the Department of Special Education at Vanderbilt University explains that if a student struggles in reading in the primary grades, he is likely to continue struggling throughout his academic future and be at a greater risk for dropping out. In fact, research indicates that if intentional literacy instruction is delayed, efforts to help the middle or high school student who is in need of reading intervention is unlikely to yield favorable results. However, in my work as a tutor, I deliver multisensory instruction explicitly and directly. Regardless of age, I am finding even older students are progressing as they are taught the way they learn. While I do not need an official diagnosis to begin serving a client, the majority of those I work with are diagnosed with dyslexia. Through the testament of my students’ ability to build literacy skills regardless of age, I am encouraged that there is always hope for the middle to high school student even though statistically speaking the numbers are against them.
For a school system to have any hope of helping a deficient reader in the middle or high school grades build efficient reading skills, it would have to substantially turn up the dial on its efforts. Intensive intervention should include longer duration of intentional instruction, increased frequency of meeting, and individualized delivery or small group setting (Clemens, et al. 199). Each of these important components make instruction more complicated for educators of students in the middle and upper grade levels. Therefore, to properly target the older struggling reader, a school system would have to commit to invest in continued teacher training, dedicate time for individual or small group instruction, and include a component of intervention for the building of self-regulating skills in the student such as goal setting (Clemens, et al 198).
In my practice, I am finding that parents who make use of the accommodations and services at the school while also investing in outside tutoring services are beating the odds. I must say, one thing these students have in common is a coachable, teachable attitude. They are willing to “get back to the basics” in order to fill in the gaps of their phonics skills. One-on-one tutoring is the perfect setting in which to do just that. They are not bombarded with the pressure to perform in front of their peers. By being in an emotionally safe environment, the student is poised to ask any and all questions, admit when they don’t know an answer, and celebrate every moment of progress along the way with someone who is dedicated to helping them reach their maximum potential. While early intervention is ideal, I am fully convinced that it is never too late to help a struggling reader. Every individual can learn.
Works Cited
Clemens, Nathan H., et al. “Skill Moderators of the Effects of a Reading Comprehension Intervention.” Exceptional Children, vol. 85, no. 2, Jan. 2019, pp. 197–211. EBSCOhost, http://libdata.lib.ua.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=134139697&site=eds-live&scope=site.
Fien, Hank, et al. “Examining the Impact and School‐Level Predictors of Impact Variability of an 8th Grade Reading Intervention on At‐Risk Students’ Reading Achievement.” Learning Disabilities Research & Practice (Wiley-Blackwell), vol. 33, no. 1, Feb. 2018, pp. 37–50. EBSCOhost, http://libdata.lib.ua.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=127875818&site=eds-live&scope=site.
Lovett, Maureen W., et al. “Early Intervention for Children at Risk for Reading Disabilities: The Impact of Grade at Intervention and Individual Differences on Intervention Outcomes.” Journal of Educational Psychology, vol. 109, no. 7, Oct. 2017, pp. 889–914. EBSCOhost, http://libdata.lib.ua.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2017-13234-001&site=eds-live&scope=site.
Al Otaiba, Stephanie, et al. “Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia.” Language, Speech & Hearing Services in Schools, vol. 49, no. 4, Oct. 2018, pp. 829–842. EBSCOhost, http://libdata.lib.ua.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=132964920&site=eds-live&scope=site.
Wanzek, Jeanne, et al. “Current Evidence on the Effects of Intensive Early Reading Interventions.” Journal of Learning Disabilities, vol. 51, no. 6, Nov. 2018, p. 612. EBSCOhost, libdata.lib.ua.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=132055082&site=eds-live&scope=site.
