Key points:
Supporting delayed readers requires a thoughtful and research-informed approach. These students can make meaningful gains when provided with targeted reading intervention strategies tailored to their needs. Still, educators can offer early literacy support and help for struggling readers using evidence-based reading instruction.
What is a delayed reader?
Supporting delayed readers starts with understanding who they are. Delayed readers are students whose reading development lags behind typical age or grade expectations. However, with early literacy support and appropriate intervention, these students can make significant progress. The term emphasizes potential rather than deficiency (McLeskey et al., 2017). Educators must begin by assessing a student’s current word recognition and comprehension to plan effective reading intervention strategies (Connor et al., 2018).
Identifying the needs of struggling readers
Supporting delayed readers involves evaluating the severity of the reading delay. Mild challenges may respond to in-class scaffolding, while moderate to severe delays often require structured help for struggling readers. A multi-tiered system of support (MTSS), including Response to Intervention (RTI), is frequently used to address different levels of need (Vaughn et al., 2015).
Instruction becomes more effective when matched to individual needs and delivered consistently (Swanson et al., 2021). For many students, small-group instruction and focused attention provide critical early literacy support (Foorman et al., 2016).
Understanding the causes
To deliver effective reading intervention strategies, educators must understand the causes behind delayed reading. Common issues include deficits in phonological awareness (Kilpatrick, 2015), limited exposure to language-rich environments, and instructional mismatches. These factors can lead to what’s known as the “Matthew Effect” in reading–where those who read well improve faster, while those who struggle fall further behind (Stanovich, 1986; Duff, 2019).
Support must be personalized, often requiring collaboration among educators, families, and specialists to overcome socio-economic barriers, learning differences, or other challenges.
Evidence-based reading instruction in action
Evidence-based reading instruction is critical for supporting delayed readers effectively. Research-backed methods and curricula should form the foundation of intervention efforts.
Educators should:
- Implement structured, evidence-based reading instruction and monitor progress
regularly (Connor et al., 2018) - Select texts aligned with the student’s current reading level to provide appropriate challenge (Chard & Vaughn, 2019)
- Use diagnostic assessments to identify areas of strength and difficulty
- Integrate phonics, vocabulary, fluency, and comprehension into daily practice
- Apply scaffolded strategies to support understanding of complex texts
- Build motivation and confidence through student choice and success tracking
These techniques not only offer help for struggling readers but also create a supportive environment where reading skills can flourish.
Building confidence through early literacy support
Early literacy support is vital for closing gaps before they widen. Teachers must avoid “benign neglect,” which occurs when delayed readers are unintentionally overlooked. Consistent support, combined with motivating strategies and evidence-based reading instruction, helps students develop both competence and confidence.
When students see their progress and feel supported, they are more likely to persist and engage with reading tasks–essential steps in long-term success.
Conclusion
Supporting delayed readers is a multifaceted challenge that requires individualized strategies, early literacy support, and consistent application of evidence-based reading instruction. By identifying student needs, addressing the root causes, and implementing structured reading intervention strategies, educators can provide meaningful help for struggling readers. These efforts build not only reading proficiency but also resilience, confidence, and academic growth.
References
Chard, D. J., & Vaughn, S. (2019). Instructional practices for students with reading difficulties. In D. Compton, M. Fuchs, & D. W. Francis (Eds.), Handbook of Reading Interventions (2nd ed.). Guilford Press.
Connor, C. M., Piasta, S. B., Fishman, B., et al. (2018). Individualizing student instruction: Effects on literacy and learning. Elementary School Journal, 118(4), 579–599.
Duff, D. (2019). Preventing the Matthew Effect in early reading. Journal of Literacy Research, 51(3), 271–289.
Foorman, B. R., Coyne, M., Denton, C. A., et al. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (IES Practice Guide). U.S. Department of Education, Institute of Education Sciences.
Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading
difficulties. Wiley. McLeskey, J., Waldron, N. L., Spooner, F., & Algozzine, B. (2017). Handbook of effective inclusive schools: Research and practice. Routledge.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., & Heckert, J. (2021). A synthesis of reading interventions for students with reading difficulties. Exceptional Children, 87(3), 273–293.
Vaughn, S., Wanzek, J., Murray, C. S., & Scammacca, N. (2015). Intensive interventions for students with reading disabilities: Meaningful impacts. Learning Disabilities Research & Practice, 30(2), 73–78.
Wanzek, J., Vaughn, S., Roberts, G., & Fletcher, J. M. (2016). Efficacy of a reading intervention for upper elementary students with reading disabilities. Journal of Learning Disabilities, 49(2), 219–232.
