As a reading interventionist, I have witnessed firsthand the profound impact that literacy struggles can have on students, academically and emotionally. I have often worked with students who, despite their best efforts, struggled to keep up with their peers due to reading difficulties such as dyslexia. My own daughter was identified as a child with dyslexia in first grade. It was a long journey to get her from struggling to identify letters to reading on grade level as a sophomore today, but she still experiences anxiety and low self-esteem due to her reading struggles. These experiences have deepened my understanding of how closely reading challenges are tied to broader academic and personal struggles. While a wealth of research supports evidence-based literacy practices, I quickly realized that these strategies are not always effectively implemented, particularly for students with learning differences. However, I also recognized that the same strategies supporting these students can benefit all learners, regardless of their challenges. This realization motivated me to pursue a master's degree in Literacy from the American College of Education while also working towards becoming a Certified Academic Language Therapist (CALT) in Texas. Through both programs, I have acquired the specialized skills to provide more targeted and effective support to struggling readers, which I've found can positively impact every student in the classroom.
The Growing Need for Structured Literacy
Though awareness of dyslexia has increased, many students with reading disabilities continue to face challenges in traditional classrooms. These students often fall behind, not due to lack of effort, but because standard interventions are not always tailored to their unique needs. However, it is essential to note that the same research-based practices that help students with dyslexia, ADHD, and other reading challenges can enhance literacy instruction for all students. Academic language therapy, which is often underutilized, is an approach that provides multisensory, structured support tailored to individual learning profiles. When implemented widely, these strategies can ensure that all students, regardless of their cognitive profile, receive the tools they need to succeed in reading (International Dyslexia Association, 2018). However, you don't have to become a CALT to provide your students with these best practices in literacy.
Hot Topics and Trends in Literacy: The Need for Personalized, Multisensory Approaches for All Learners
One of the most significant trends in literacy today is the movement toward personalized multisensory approaches to learning. These methods, which engage multiple senses during instruction, such as visual, auditory, and kinesthetic activities, are proven to improve retention and learning outcomes for all students, not just those with learning disabilities. For example, when teaching phonics, a multisensory lesson might involve saying the sound aloud, writing the letter while saying the sound and tracing the letter with a finger. These techniques reinforce learning by engaging different pathways in the brain, helping all students to make stronger connections between sounds, letters, and words (Birsh, 2011). By making literacy instruction more dynamic and engaging, these methods create a more inclusive and effective learning environment for every student in the classroom.
The Gap: A Lack of Multisensory, Individualized Supports in the Classroom
Although there is a plethora of research to support individualized multisensory instruction that is explicit and systematic, there remains a gap between what we know through research and what we practice in the classroom simply due to a lack of awareness. For years, in my classroom, I thought I was providing exactly what my students needed to improve their literacy skills. I provided mini-lessons through reader's and writer's workshops, and small group guided reading with leveled books, asking the well-known questions, "Does it look right?", "Does it sound right?", "Look at the first letter, now look at the picture...what could that word be?" Most of my kids slowly improved in their reading each year; however, there was always a group of students that didn't show progress in their reading abilities, no matter how hard and long I worked with them. Reading remained frustrating for those students who didn't make the progress I expected, and I also felt frustrated in my practice because I knew there had to be a way to reach these children and help them learn the skills they needed to be fluent readers and writers. I now know these kids needed a more flexible and adaptable program to their specific cognitive needs. They needed structured literacy that was explicit, systematic, and multisensory. This same structured approach, tailored to their learning profiles, could also benefit all students by providing clearer, more explicit instruction. The gap lies not in the research but in how we implement them. There are proven, effective methods for teaching literacy skills; however, when we fail to implement these research-based practices for every student, we risk leaving valuable opportunities for improvement on the table (Shaywitz & Shaywitz, 2005).
Practical Advice for Teachers: Gaining Knowledge and Implementing Best Practices in Literacy
As educators, we are often on the front lines of assisting struggling readers. The good news is that evidence-based literacy strategies designed to support struggling readers can also benefit every student, so you do not have to sacrifice one group to help the other. Here are some actionable steps teachers can take to incorporate these best practices into their classrooms.
1. Embrace the Science of Reading
The Science of Reading is not just a buzzword in education today; it is a comprehensive body of research highlighting the importance of systematic and explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. By embracing this research, we can help all students build a strong foundation for reading. Start by familiarizing yourself with foundational texts like Speech to Print by Louisa Moats (2020) or Overcoming Dyslexia by Sally Shaywitz (2003). These resources provide a deeper understanding of the cognitive processes involved in reading, offering strategies for all learners to improve reading outcomes.
2. Utilize Multisensory Instruction
Multisensory teaching methods, which engage more than one sense at a time, are incredibly effective for students with dyslexia, but they also enhance learning for every student. For example, when teaching phonics, have students trace letters with their fingers while saying the sound aloud or practice skywriting. This engages both their visual and kinesthetic senses, reinforcing connections in the brain. Whether you are teaching a student with dyslexia or a student without specific learning challenges, multisensory methods make the learning process more accessible and engaging. Resources like Multisensory Teaching of Basic Language Skills by Judith Birsh (2011) provide lesson plans and activities incorporating multisensory principles, which can be applied to your classroom.
3. Implement Structured Literacy Programs
Structured Literacy programs are specifically designed to support students with dyslexia and other reading challenges but can benefit all learners. Programs like Orton-Gillingham offer a systematic, explicit approach to phonics, decoding, and spelling that supports struggling readers. Even if your school doesn't use a program like this, you can incorporate the principles of structured literacy into your instruction. These principles include clear, step-by-step instructions, multisensory activities, and regular review to create an organized approach to teaching reading those words for every student.
4. Use Ongoing Assessment to Guide Instruction
To truly support all students, it is essential to use ongoing assessments to identify deficits and monitor progress, and adjust instruction. Regular formative assessments, such as running records or phonemic awareness checks, can provide insight into each student's strengths and areas of need. Using this data to inform your teaching, you can ensure that every student gets the support they need to grow as a reader. Diagnostic tools like DIBELS can provide additional insights into students' needs.
5. Focus on Building Vocabulary and Comprehension
While decoding is an essential skill, comprehension is equally important. Help all students with texts meaningfully by encouraging discussion, making predictions, and asking questions before, during, and after reading. Teaching vocabulary through explicit instruction and context-based activities is crucial for building comprehension. Using word walls, semantic mapping, and vocabulary games can make learning more interactive and effective for all students.
6. Foster Emotional and Behavioral Support
The emotional aspect of learning to read is vital for all students, particularly those who struggle. Struggling readers often experience frustration and anxiety, but fostering a growth mindset, celebrating progress, and providing positive feedback can help build their confidence. Mindfulness practices and acknowledging small successes can improve emotional well-being and motivation for all learners, helping them stay engaged and confident.
7. Collaborate with Specialists
Collaboration with reading specialists, special education teams, and academic language therapists can significantly improve your ability to support all students. These experts can provide valuable resources, individualized strategies, and professional development opportunities. Working together, you can ensure all students receive the necessary support to thrive.
8. Pursue Ongoing Professional Development
To continue improving literacy instruction for all students, staying current on current research and best practices is crucial. Attend professional development workshops, participate in online courses, or join communities focused on literacy instruction. Many online platforms offer practical tools and strategies, and by staying informed, you can ensure you are using the best methods available to support your students.
9. Practice Patience and Persistence
Building literacy skills takes time, and progress can sometimes feel slow, especially with students who face challenges. However, research shows that students can make significant progress with persistence, the right strategies, and a supportive environment. Celebrate small victories, whether students decode their first word or improve their fluency. These moments of success will motivate students to continue their literacy journey.
What I Have Learned
My journey has reinforced my belief that effective literacy instruction is not a one-size-fits-all solution. It is about recognizing the unique needs of each learner, whether they face specific challenges or not, and aligning evidence-based practices with those needs to create a lasting impact. By applying research-based literacy practices universally, we can ensure all students have the tools they need to succeed (Ehri, 2014).
To truly make a difference in literacy education, we must go beyond knowing what works and actively implement these strategies for all learners. Whether you are an educator, therapist, or parent, I encourage you to reflect on using these evidence-based practices to support every student's literacy development. Together, we can create a future where every learner has the opportunity to thrive (National Reading Panel, 2000).
References:
Birsh, J. R. (2011). Multisensory teaching of basic language skills (4th ed.). Paul H. Brookes Publishing Co.
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.
International Dyslexia Association. (2018). Position statement on dyslexia. Retrieved from https://dyslexiaida.org
Moats, L. C. (2020). Speech to print: Language essentials for teachers (4th ed.). Brookes Publishing.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
Shaywitz, S. E. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. Alfred A. Knopf.
Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia and scientific evidence of its prevention and intervention. In R. L. Holzman & A. W. Collins (Eds.), Issues in the Assessment of Learning Disabilities: The Final Report of the National Reading Panel. Lawrence Erlbaum Associates.
