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It reviews interventions emphasizing one-to-one or small-group direct instruction in phonics, reading, and writing, and highlights student engagement through book choice when feasible. The review also addresses limitations of scripted reading programs and calls for further research on culturally relevant books, emphasizing the long-term value of early literacy support for at-risk learners.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supporting-struggling-readers-a-literature-review-early-years-reading-intervention-strategies/594901/",{"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/supporting-struggling-readers-a-literature-review-early-years-reading-intervention-strategies/594901.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the literature review focus on supporting struggling readers in early years classrooms?","Question",{"text":112,"@type":113},"The review investigates proven ways to support struggling readers in kindergarten to grade 2, emphasizing effective classroom teaching practices and intervention programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which instructional model does the research indicate is most effective?",{"text":117,"@type":113},"Research results indicate that one-to-one or small-group direct instruction models that focus on phonics, reading, and writing are highly effective for struggling readers.",{"name":119,"@type":110,"acceptedAnswer":120},"How does student engagement connect to reading achievement in the review?",{"text":121,"@type":113},"The review indicates that student engagement plays a pivotal role in achievement, and that providing book choice can increase engagement for struggling readers.","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},594901,1792188698,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"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":144},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Supporting Struggling Readers: A Literature Review  \nJennifer Kreitz  \nAbstract  \nManitoba’s reading scores continue to be under scrutiny. A national report, the PCAP, indicated that Manitoba ranked last in the country in reading (O’Grady & Houme, 2014). This literature review records the author’s investigation into ways to support struggling readers in the early years classroom. Research articles were reviewed and books were consulted for proven intervention programs and effective classroom teaching practices that would benefit a range of struggling readers in kindergarten to grade 2. Results from the research articles indicate that a one-to-one or small-group direct instruction model that focuses on phonics, reading, and writing is highly effective in supporting struggling readers. The research articles also indicate that student engagement plays a pivotal role in student achievement. Providing students with book choice can increase student engagement. Reading programs, although effective, often do not permit book choice, because the program writers select the themes and book titles in the programs. Many of these books may have little appeal, or social and cultural relevance, to struggling readers. More research is needed to determine whether culturally relevant books can positively affect reading achievement.  \nThis paper summarizes research regarding my professional focus on ways to support struggling readers. My purpose is to provide classroom teachers and resource teachers with a reference guide for supporting struggling readers in the early years classroom. Several themes emerged in the articles that I read. Those themes are discussed, along with the research articles from which the themes emerged.  \nThe importance of early literacy development cannot be overstated (Slavin, Lake, Davis, & Madden, 2010) . Children with poor early reading skills often continue to struggle in later gradesand are more likely to drop out of school (Ransford-Kaldon, Flynt, & Ross, 2011) . While one-toone or small group reading interventions may be costly, the long-term benefits of the intervention may outweigh the initial expense (Slavin, et al. , 2010) . Teaching a child to read, igniting an interest in books, and keeping an at-risk student in school are worth the financial cost of initiatives that work.  \nRationale for Article Selection  \nMy purpose for this research inquiry was to find proven ways, as elaborated by good research, to teach all students how to read, regardless of their individual circumstances. Several factors impede children’s abilities to learn to read. These factors may include, but are not limited to, challenges with social development, emotional and behavioural issues, cognitive delays, and English language learning. My goal was to find research that would assist me in supporting each child’s learning needs. I purposefully chose not to focus on one specific type of learning challenge; rather, I chose to maintain a broader scope on strategies that could benefit all children regardless of their specific circumstances.  \nIn the 15 years that I have been a teacher, my roles in the schools in which I have worked have included teaching grades 4-6 basic French, teaching across kindergarten to grade 5, and serving as a Reading Recovery teacher. I have also been the school literacy leader and have had a small part of assigned resource time. My passion through these varying assignments has always been literacy. Whether teaching the alphabet or through a novel study, helping students to acquire a love of words and books has been my focus. What continually challenges me as a teacher is how to help the struggling readers. It is simple enough to engage eager young students in a book when they have the skills to read, understand, and enjoy the text. What  \nmotivates my own teaching and learning is how to support the students who do not fit the mold of “average” achieving students. Discovering ways of reaching and teaching the hardest-","cbCaiqvu6uYmvT8c","https://ap.wps.com/l/cbCaiqvu6uYmvT8c","pdf",244922,"English","# Abstract\n# Rationale for Article Selection\n# Early Literacy Development and Outcomes\n# Professional Focus and Classroom Support Goals\n# Selection Criteria for Classroom-Implementable Strategies\n# Existing Intervention Programs and Evaluation Purpose","[{\"question\":\"What does the literature review focus on supporting struggling readers in early years classrooms?\",\"answer\":\"The review investigates proven ways to support struggling readers in kindergarten to grade 2, emphasizing effective classroom teaching practices and intervention programs.\"},{\"question\":\"Which instructional model does the research indicate is most effective?\",\"answer\":\"Research results indicate that one-to-one or small-group direct instruction models that focus on phonics, reading, and writing are highly effective for struggling readers.\"},{\"question\":\"How does student engagement connect to reading achievement in the review?\",\"answer\":\"The review indicates that student engagement plays a pivotal role in achievement, and that providing book choice can increase engagement for struggling readers.\"}]","Supporting Struggling Readers - A Literature Review - Early Years Reading Intervention Strategies | PDF",1792080058,23]