Teaching children to read may seem one of the most basic tasks for any school or learning difficulties program, but the debate about the most effective form of reading instruction is a fierce one. There is extensive research into different possible strategies, but not everyone is willing to accept the scientific evidence.
In 2022, the Ontario Human Rights Commission compiled its “Right to Read” report, examining the issue and making recommendations regarding evidence-based approaches to two key elements of improving reading comprehension; these two key elements are word reading and language comprehension.
1. Direct Instruction
Direct instruction, also known as explicit instruction, involves a teacher explaining a concept; the teacher and student work together as the teacher guides the child, and then they work independently (although still monitored and assessed). It is a systematic approach that requires learning material to be broken down into small, manageable sections and explained in the clearest possible language. Everything must be specific and unambiguous.
2. Systematic Instruction
Closely related to direct instruction is systematic instruction. Again, it relies on a carefully planned and structured approach. Teaching systemically means ensuring that each lesson builds on and reinforces what was learned in the previous class as you move from simpler to more complex content.
3. Phonemic Awareness and Phonics
Phonemic awareness is the ability to identify and manipulate the constituent sounds that make up a word. Phonics involves children learning the relationship between letters and the sounds they represent. These are some of the basic building blocks of word reading that allow children to decode a piece of writing. Evidence suggests it is more effective than telling children to identify an unfamiliar word from context cues.
4. Reading Stories
Exposure to written stories on their own cannot effectively teach a child the basics of word reading, but it does allow them to practice speed and accuracy, as well as provide opportunities for them to engage in literature in a more enjoyable way. Reading for pleasure is a strong indicator of future success, provided that children have the decoding and comprehension skills they need to fully engage with the text.
5. Early screening
If a child has a cognitive difficulty, such as intellectual disability or dyslexia, that makes learning to read more challenging, it needs to be identified as soon as possible to ensure they have access to interventions. This means elementary age children should be screened multiple times between kindergarten and grade two. Universal screening means reduced reliance on stereotypes to identify those who need help.
6. Interventions
Interventions are important for children struggling to read at the appropriate level, but are often delayed while teachers continue to apply previous, ineffective strategies. The best time for an intervention is in kindergarten and grade one, but children of all ages should have access to evidence-based interventions, regardless of diagnosed disability. Types of intervention should be tiered with different durations, frequencies and intensities, but all should include foundational word reading skills.
7. Accommodations
Accommodations can be vital to allow students with disabilities to access a learning difficulties program and communicate effectively, but there is a temptation to offer them as an alternative to reading rather than teaching foundational skills. Assistive devices and accommodations should be offered alongside evidence-based reading instruction to support the development of word reading and language comprehension.
Conclusion
If you want to enhance reading comprehension for children with disabilities, something that is essential in many areas of life, then you need to be willing to accept strategies based on scientifically proven evidence.