3 Things Teachers Can Do Today to Help Struggling Readers—No New Curriculum Required

?? Struggling readers can’t wait. While schools debate new curricula, students sit in classrooms falling further behind. The good news? You don’t need a new program to start making a difference today. Research shows that high-impact teaching strategies—not just curriculum—determine reading success.

Many struggling readers aren’t missing a program—they’re missing key skills. Below are three immediate, high-impact strategies that build foundational reading skills starting today—no new curriculum required.

1. Build Phonological Awareness—The Foundation Before Phonics

?? Many struggling readers lack phonological awareness, which includes hearing and manipulating sounds before letters are introduced. Research shows that phonemic awareness (the ability to identify and manipulate individual sounds in words) is the strongest predictor of future reading success (Stanovich, 1986). If students struggle here, they will struggle with everything else in reading.

What is Phonological Awareness?

? Word Awareness → Recognizing individual words in sentences ? Syllable Awareness → Clapping syllables (e.g., bas-ket-ball = 3 claps) ? Onset-Rime → Recognizing word parts (e.g., /b/ in bat + -at) ? Phonemic Awareness → Manipulating individual sounds in words (e.g., changing /c/ in "cat" to /b/ to make "bat")

Grade-Level Application:

?? Pre-K & Kindergarten → This is the MOST critical time for developing phonological awareness. ?? 1st Grade → Reinforces phonemic awareness while transitioning to phonics instruction. ?? 2nd-3rd Grade (if struggling) → Essential intervention for students who lack foundational decoding skills.

What Teachers Can Do Today

? Start with the Ears, Not the Eyes

• Say words aloud before introducing letters. Example: “What’s the first sound in sun?” (/s/)
• Use “Say It, Move It” – Have students slide counters for each sound in a word (e.g., d-o-g = 3 moves).
• Play a “Delete a Sound” game. Example: “Say train. Now say it again without /t/.” (Answer: rain)

? Build Syllable & Rhyming Awareness

• Clap syllables in names or objects: “El-e-phant” (3 claps).
• Use rhyme chains: “What rhymes with cat?” (bat, sat, mat)
• Onset-rime blending: “What word is this? /c/ … /at/” (cat).

? Strengthen Phonemic Awareness (Essential for decoding!)

• Stretch the Sounds: “Listen… sssuuuunnn. What’s the word?” (sun)
• Blend and Segment: Say /s/ /a/ /t/ and let students blend it into “sat.”
• Change the Sound: “Start with man. Change /m/ to /p/. What’s the word?” (pan)

?? Quick Win (Takes 5 Minutes!)

?? Play a Listening Game: Say a word slowly (e.g., s-u-n). Ask: “What’s my word?” (Students blend: sun).

?? Why It Works: This builds auditory memory, sound recognition, and blending skills—all needed for strong phonics development!

2. Make Decoding a Physical, Visible Process

Many struggling readers memorize words instead of decoding. To break the guessing habit, turn reading into a hands-on process.

Grade-Level Application:

?? Kindergarten & 1st Grade → Essential for initial decoding development. ?? 2nd Grade → Reinforces decoding for students struggling with fluency. ?? 3rd Grade (if struggling) → Helps students who have developed bad habits of guessing rather than decoding.

? Teach Word Families: “If you can read cat, you can read hat, sat, bat.” ? Finger Blending: Students tap each sound on their fingers, then swipe their hand to blend the word. ? Cover & Reveal Strategy: Hide part of the word, reveal it slowly, and help students predict sound patterns.

?? Research Boost: The National Reading Panel (2000) found that explicit phonics instruction is most effective when it includes hands-on, multisensory techniques.

?? Quick Win: Instead of saying “sound it out,” model how to attack the word: ?? Look at the first letter → Find the pattern → Blend slowly, then speed up.

3. Read Aloud with a "Thinking Voice"

Many struggling readers don’t just struggle with words—they struggle with comprehension. Instead of reading passively, train them to think while reading.

Grade-Level Application:

?? Pre-K & Kindergarten → Introduces listening comprehension skills before students begin decoding. ?? 1st & 2nd Grade → Helps students develop metacognition—thinking about their thinking while reading. ?? 3rd Grade → Essential for struggling readers who can decode but don’t comprehend.

? Think-Aloud Strategy: Model “I wonder why…” and “This reminds me of…” to show real reading isn’t just saying words—it’s thinking. ? Tie Stories to Their Lives: Personal relevance activates deeper engagement and memory. ? Use Mental Imagery: “I see this like a movie in my mind—what do you see?”

?? Research Boost: The Simple View of Reading (Gough & Tunmer, 1986) proves that decoding × comprehension = reading success—you can’t skip either step.

?? Quick Win: Read a short passage aloud, stop, and say: “I see this in my mind like a movie. What do you see?” Let students describe their mental images—this builds engagement and comprehension.

?? No New Program. Just Better Teaching.

Struggling readers don’t need another worksheet or scripted lesson. They need strategies that build auditory strength, decoding skills, and real comprehension. These three shifts don’t require a new curriculum—just a fresh way of thinking.

?? What will you try first? Drop a comment below and let's change the game for struggling readers!