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A literacy-rich approach combining whole-class, small-group, and individualized instruction benefits struggling readers. The text emphasizes that identification is foundational: effective assessment covers phonemic awareness, grapheme–phoneme relationships, rapid naming, and phonics screening, followed by plans aligned to specific deficits and evidence-based reading instruction.",{"@graph":69,"@context":122},[70,84,105],{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/identifying-and-supporting-struggling-readers-jennifer-kreitz-abstract/595976/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/identifying-and-supporting-struggling-readers-jennifer-kreitz-abstract/595976.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is identifying struggling readers considered a first step?","Question",{"text":112,"@type":113},"Because students need targeted support to develop proficient reading skills, including grapheme–phoneme understanding and word meaning in sentence context. Once needs are identified, teachers can create an appropriate learning plan.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What assessment tasks are commonly used at the beginning of the school year?",{"text":117,"@type":113},"Common tasks include letter recognition, phonemic awareness, phonological knowledge, word reading, and spelling. Teachers may also use alternatives such as rapid naming to judge future reading success.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the phonics screening check work for year one pupils?",{"text":121,"@type":113},"It is a compulsory UK assessment using 40 items: 20 real words and 20 pseudowords. Students reading 32 or more meet standards, while 31 or fewer indicate risk of reading difficulty.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595976,1793077845,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Identifying and Supporting Struggling Readers  \nJennifer Kreitz  \nAbstract  \nTeaching children to read is a complicated process. Children begin school at varying levels of ability, yet are all required to meet a set standard of achievement. It is up to teachers to assess each student, identify individual learning needs, and provide support. A motivating, literacy-rich program that includes whole-class, small-group, and individualized instruction is beneficial to struggling readers. Scripted and non-scripted literacy programs have proven to be effective, but it is the teacher who has the greatest effect on student success.  \nOne of the goals of elementary schools is to teach students to read. Teaching reading can be one of the greatest challenges faced by teachers because of the complex nature of reading and because students learn in different ways and at different rates. The task of identifying students at risk of difficulty, and then supporting their learning, can be as complicated as learning to read itself. With multiple approaches and programs available , finding effective methods to identify and support struggling readers is a quandary that many teachers encounter.  \nIdentifying struggling readers is a first step to providing the appropriate support needed to help children succeed in reading. In order to become proficient readers, children need to understand the association between letters (graphemes) and sounds (phonemes) in writing, and simultaneously create meaning of a series of words within the context of a sentence (Duff, Mengoni, Bailey, & Snowling, 2015) . Learning the association between letters and sounds in reading can be considered an abstract skill that some children are not developmentally ready to acquire (McIntyre, Rightmyer, & Petrosko, 2008) . Quickly determining the correct phoneme that corresponds with a grapheme can be challenging for young learners. Students who struggle with learning phonemic skills are often also the students who struggle to read. Once struggling learners have been identified, a plan can then be created to meet their specific learning needs.  \nAssessment and Identification of Struggling Readers  \nWhen beginning the school year, early years teachers often assess the literacy skills of their students. Common assessment tasks may include letter recognition, phonemic awareness, phonological knowledge, word reading, and spelling skills. As an alternative to assessing phonological knowledge, early years teachers could begin by assessing what is familiar to students as one way of assessing a student’s degree of future reading success. Teachers can use the information gathered in a test such as the non-alphanumeric rapid naming test, in order to determine whether early supplemental literacy support is required for students who fair poorly at rapid naming of familiar objects (Kruk, Mayer, & Funk, 2014) . Rapid naming of numbers, letters, colours, and objects can help predict decoding, reading speed, and comprehension. Thenon-alphanumeric rapid naming test consists of teachers presenting a student with familiar, concrete examples of colours and objects, and assessing the student’s ability to name the objects quickly. If the child struggles to recall the names of colours and familiar objects, it is likely that the student will also struggle with letter and sound naming. Students who succeed in the non-alphanumeric test may then have their phonics skills assessed.  \nChildren entering grade one who have not yet learned the association between letters and sounds may be considered at risk of reading difficulty, since they lack phonic decoding skills (Duff et al. , 2015) . One method of assessing phonics skills is the phonics screening check. The phonics screening check is a compulsory assessment instrument used with year one pupils in the United Kingdom, in order to detect students who are at risk of reading difficulty. The check includes 40 words: 20 real words, and 20 pseudowords. Words range f","cbCaikbeYCG5Pkm9","https://ap.wps.com/l/cbCaikbeYCG5Pkm9","pdf",214576,"English","# Abstract\n# Identifying Struggling Readers\n## Assessment and Identification of Struggling Readers\n## Assessment Tools and Screening\n## Planning Support for Identified Students","[{\"question\":\"Why is identifying struggling readers considered a first step?\",\"answer\":\"Because students need targeted support to develop proficient reading skills, including grapheme–phoneme understanding and word meaning in sentence context. Once needs are identified, teachers can create an appropriate learning plan.\"},{\"question\":\"What assessment tasks are commonly used at the beginning of the school year?\",\"answer\":\"Common tasks include letter recognition, phonemic awareness, phonological knowledge, word reading, and spelling. Teachers may also use alternatives such as rapid naming to judge future reading success.\"},{\"question\":\"How does the phonics screening check work for year one pupils?\",\"answer\":\"It is a compulsory UK assessment using 40 items: 20 real words and 20 pseudowords. Students reading 32 or more meet standards, while 31 or fewer indicate risk of reading difficulty.\"}]","Identifying and Supporting Struggling Readers - Jennifer Kreitz - Abstract | PDF",1792082216]