Supporting At-Risk and Below Grade Level Readers: A Guide for Families

Understanding the Causes and Characteristics: 

Readers who do not, or are considered below grade level, have to deal with academically and socially very challenging issues. Causes can be anything from learning disabilities such as dyslexia, and lack of access to books, to trouble with phonetics and decoding. The brain condition called dyslexia causes problems with accurate and fluent word recognition, spelling, and decoding. Such difficulties can create frustration, low self-esteem, and social withdrawal. 

On the academic side, these students can be failing in understanding, vocabulary, and overall progress. Socially, they may be bored or fearful of reading in front of a group or doing anything literacy-based. So, Identifying these characteristics is the initial step to targeted support. 

How to Spot Reading Challenges and Dyslexia?

The diagnostic process for whether a student has dyslexia or risk of reading difficulties consists of a few stages:

1. Observation: Teachers observe classroom behavior and document habits of failure in reading tasks – for example, problems with phonics, word recognition, or reading fluency.

2. Assessments Through Early Screening: Using screening instruments such as DIBELS or the Phonological Awareness Screening Test (PAST) early indicators to detect students at risk. Such tests give a student’s phonemic awareness, decoding abilities, and fluency.

3. Evaluation in Writing: If initial screenings raise questions, an evaluation may be needed. This might be a cognitive and educational evaluation by a specialist to assess reading skills at the highest level.

4. Collaboration: Teachers, specialists, and parents discuss the data and whether additional interventions or a dyslexia diagnosis are needed.

Families are also an important part of this process, giving parents information on their child’s learning background, strengths, and barriers.

Let's gain a better understanding of the RTI/MTSS Process

The Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models offer systematic ways to aid struggling readers:

Tier 1 – All School Support: All children receive high-quality reading education. Classroom teachers employ different approaches for different kinds of learning. The families can help with reading to the child at home and fostering literate behavior on a daily basis.

Level 2 – Targeted Interventions: Students who still do not improve receive small-group interventions that target a specific skill (like phonics or fluency). Parents can support by strengthening these skills through practice activities and teacher resources.

Tier 3 – Intensive Interventions: For students with serious disabilities, targeted support is provided. This can include a reading specialist or additional accommodations. Families can assist at this stage by staying in regular contact with teachers and rewarding them with small achievements that motivate perseverance.

Strategies for Dyslexic Students?

Multisensory Learning: Make use of multisensory techniques like making letters in sand or manipulative words.

Accessibility Resources: Text-to-speech software and audiobooks allow for access to grade-level content and help children improve their reading ability.

Full Comprehension: Teach phonics in a systematic and direct manner, stressing patterns and rules.

Strategies for Reading with Below-Grade Readers

Guided Reading Groups: Individual sessions based on the level of the reader can offer specialized practice and immediate feedback.

Vocabulary Enrichment: Discover new words with narratives, games, and applications.

Peer Reading: Match struggling readers with peers for group reading practice that builds fluency.

                    Community and Online Resources

International Dyslexia Association (IDA): https://dyslexiaida.org - Offers resources, workshops, and support for families.

Reading Rockets: https://www.readingrockets.org - Provides strategies, research, and resources for helping struggling readers.

Local Library Programs: Many libraries offer free literacy programs and tutoring for children

Providing interventions for at-risk and lower-grade readers must come from the school and the home. Family members can be more proactive in the success of their child if they learn the cause, the diagnosis, and the treatment methods. Together we can give each student the confidence to succeed academically and socially.

References

1. Understood for All Inc. (2024, May 1). Universal Design for Learning (UDL): A teacher’s guide. Retrieved from https://www.understood.org

2. International Dyslexia Association. (2024). https://dyslexiaida.org

3. Reading Rockets. (2024). https://www.readingrockets.org