For a grownup that already is proficient in reading and learning, reading looks like an automatic, effortless, simple skill. However, the process of learning and reading builds on social, cognitive and linguistic, skills that have been developed in the years before one has began typical reading.
To assist the learner triumph over their difficulty, it is vital to directly intervene towards helping the student develop all the skills necessary for proficient learning and reading.
1. Recognize Importance of Direct Intervention
Struggling learner lacks essential skills and are in need of direct and effective intervention. In nearly all recorded cases, students having problems with reading and learning do not just ‘outgrow’ their problems. Rarely do these learners ever ‘catch up’ if left on their own. This is why direct intervention is a must if they are to become proficient in learning and reading.
Direct intervention for the learner having difficulties must be instituted as fast as possible. This kind of effective direct intervention may be in the form of one-on-one arrangements by a teacher, parent, or other able and caring grownup.
2. Evaluate and Identify Necessary Skills Deficiencies
It is vital to carefully assess how the student or child is reading and look out for specific skills, as these are what cause the problems. Identify and point out the existing deficiencies. When individual assessments are carried out, it assists in identifying the skills that are missing. It then becomes possible to target the given instruction for purposes of effectively helping the learner build the necessary or missing skills.
3. Understand the Remediation Goal
Before initiating a direct and effective reading program of remediation, it is essential to make the learner understand the program. Help the learner having challenges in developing positive attitude toward the program of remediation. Successful programs call for intensive and direct effective intervention that builds the necessary missing skills and proficiencies to facilitate advancement.
4. Take Effective and Targeted Direct Action
Choose and employ a highly effective program of direct intervention that helps the learner in acquiring necessary or missing skills and also develop proficiency in phonologic processing. The performance of the learner can be monitored closely to establish if increasingly intense direct intervention is bringing adequate progress.
Although available research data is providing useful information on how learners can be assisted towards overcoming their problems, remember, helping the learner to become proficient is perhaps among the best and most valuable gifts you could ever give to that student, child or learner. As a parent, teacher or one who is concerned, we need to become proactive and take direct action.