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The authors note major gaps in knowledge—especially about teaching instruction—and focus on what is known from research on reading science. They argue for improved core instruction, more intensive customized interventions, and coordinated general and special education supports to prevent inappropriate special education placement and enable struggling readers to learn to read.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/grappl-ing-with-the-pandemic-identifying-and-teaching-students-with-significant-reading-problems/590963/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/grappl-ing-with-the-pandemic-identifying-and-teaching-students-with-significant-reading-problems/590963.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What core idea does the article emphasize about improving outcomes for struggling readers?","Question",{"text":111,"@type":112},"Enhanced core instruction—supported by strong curricula, assessments, professional development, and supports—is presented as the key driver for improving outcomes for most struggling readers, including those with reading disabilities.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why do the authors say many students struggle despite available claims and programs?",{"text":116,"@type":112},"They argue that too few teacher preparation programs, districts, and commercial programs implement what the science of reading shows, leaving many students without the explicit instruction they need to succeed.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the article propose educators should deliver assessments and interventions?",{"text":120,"@type":112},"Assessments and interventions should be delivered through a seamless, well-coordinated system of general and special education supports that emphasizes prevention, reduces inappropriate referrals, and provides more intensive interventions for students with reading disabilities.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},590963,1792079020,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","GRAPPL ING WITH THE PANDEMIC  \nILLUSTRATIONS BY JIA LIU  \nIdentifying and Teaching Students with Significant Reading Problems  \n“No child is born a reader; all children in literate societies have to be taught to read.”1  \n“We are all good at speech, but disabled as readers and writers; the difference among us in reading/ writing is simply that some are fairly easy to cure and some are not.”2  \nSharon Vaughn is the executive director of the Meadows Centerfor Preventing Educational Risk atthe University of Texas at Austin, where she is also the Manuel J. Justiz Endowed Chair in Teacher Education and a professor in the Learning Disabilities and Behavior Disorders program. She has earned a Lifetime Achievement Award from the Institute for Literacy and Learning and the Special Education Research Award from the Council for Exceptional Children. Jack M. Fletcher is the Hugh Roy and Lillie Cranz Cullen Distinguished University Professor in the Department of Psychology at the University of Houston, where he is also the associate vice president for research administration. A former member of the President’s Commission on Excellence in Special Education, he has earned the International Literacy Association’s Albert J. Harris Award and the International Dyslexia Association’s Samuel Torrey Orton Award. This research was supported by grant P50 HD052117from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (the authors are solely responsiblefor the content).  \nBy Sharon Vaughn and Jack M. Fletcher  \nH  \nelping children learn to read is big business. From expensive literacy curricula and remedial programs to one-day workshops and brain-training fads, there are too many claims of guaranteed success and too little focus on trust-  \nworthy findings. Having been researchers studying mechanisms for improving literacy outcomes for more than 30 years, we offera more sober—and sobering—review of what is known about how to help struggling readers.  \nTo begin, we confess that there are some rather large holes in our collective knowledge. We know more about the science of reading than the science of reading instruction. In other words, we know a lot more about what components are associated with improved outcomes for each stage of reading development (e.g., phonemic awareness and the alphabetic principle are essential for beginning readers) than we do about how to teach all these components to a class of students with diverse learning needs. Similarly, we know more about interventions for students with mild to moderate reading difficulties than we do about students with severe reading difficulties. Students with very low reading skills—those at the bottom 10th percentile of word reading and lower—have been challenging to impact. Finally, in policy  \n4 AMERICAN EDUCATOR | WINTER 2020–2021  \ndevelopment, we have not capitalized on theory and science for effectively implementing new practices in schools.3 Still, there is much we do know that can support excellent instruction. Both here and in two online supplements—“It’s Time to Act on a 20-Year-Old Consensus”([go.aft.org/vf_sb1](go.aft.org/vf_sb1)) and “Three Things We Need to Learn”([go.aft.org/vf_sb2](go.aft.org/vf_sb2))—we offer guidance to prevent and address reading difficulties. There is no doubt that some children have reading disabilities, but the key to improved outcomes for the vast majority of struggling readers, including those with a reading disability, is enhanced core instruction—and that means enhanced curricula, assessments, pre-service and inservice professional development, and supports.  \nIn the high-functioning system we describe below, the primary focus is on assessing changes in children’s reading abilities as a response to instruction and on building educators’ capacity to deliver more intense, customized interventions. To be effective, such assessments and interventions need to be delivered through a seamless system of well-coordinated general an","cbCaivJJMvqP89lO","https://ap.wps.com/l/cbCaivJJMvqP89lO","pdf",768655,"English","# Identifying and Teaching Students with Significant Reading Problems\n## Limits in Current Knowledge\n## What Can Support Excellent Instruction\n## Building a Seamless Prevention and Intervention System","[{\"question\":\"What core idea does the article emphasize about improving outcomes for struggling readers?\",\"answer\":\"Enhanced core instruction—supported by strong curricula, assessments, professional development, and supports—is presented as the key driver for improving outcomes for most struggling readers, including those with reading disabilities.\"},{\"question\":\"Why do the authors say many students struggle despite available claims and programs?\",\"answer\":\"They argue that too few teacher preparation programs, districts, and commercial programs implement what the science of reading shows, leaving many students without the explicit instruction they need to succeed.\"},{\"question\":\"How does the article propose educators should deliver assessments and interventions?\",\"answer\":\"Assessments and interventions should be delivered through a seamless, well-coordinated system of general and special education supports that emphasizes prevention, reduces inappropriate referrals, and provides more intensive interventions for students with reading disabilities.\"}]","GRAPPL ING WITH THE PANDEMIC - Identifying and Teaching Students with Significant Reading Problems | PDF",1792070823,23]