Although supplemental reading services are meant to improve reading achievement of struggling readers and students with reading disabilities, without concerted effort to ensure communication and coordination with in-school instruction, they may fall short of their desired mark. To promote learning, it is critical that any services provided outside of the typical curriculum be coordinated to ensure that students are reaping the maximum benefit. This article describes six dynamic steps to coordinate supplemental instruction and contextualizes these through examples and vignettes of a second-grade struggling reader.
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Merrill.
2.
Beck, I.L. (2001). Word building. Retrieved September 17, 2004, from University of Pittsburgh, Literacy Educators Assessing and Developing Early Reading Success: http://www.education.pitt.edu/leaders/decoding/wordbuilding.aspx
3.
Blachman, B., Ball, E., Black, R., & Tangel, D. (2000). Road to the code: A phonological awareness program for young children. Baltimore: Brookes.
4.
Cunningham, P., & Allington, R. (1999). Classrooms that work (2nd ed.). New York: Longman.
5.
Dunn, L.M. & Dunn, L.M. (1997). Peabody Picture Vocabulary Test— Third Edition (PPVT-III). Circle Pines, MN: AGS Publishing.
6.
Fontenault, D., & Salter, N. (1993). Cast-a-spell. EastHampton , CT: Edu-Core.
7.
Invernizzi, M. (2001). The complex world of one-on-one tutorials. In S. Neuman & D. Dickinson (Eds.), Handbook of research in early literacy (pp. 459-470). New York: Guilford.
Snow, C., Burns, M., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children . Washington, DC: National Academy Press.
10.
Wagner, R., Torgesen, J., & Rashotte, C. (1999). Comprehensive Test of Phonological Processing (CTOPP). Circle Pines, MN: AGS Publishing .
11.
Wasik, B.A., & Slavin, R.E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly , 28, 178—200.
