Explicit instruction for word solving: Scaffolding developing readers’ use of code-based and meaning-based strategies

Abstract

Response to Intervention (RtI) has brought about significant changes in the way schools provide educational support for students at risk for reading difficulty. Much of the research on RtI has focused on evidence-based interventions that are typically offered outside of the regular classroom, with less attention given to instruction that is part of the core curriculum. In this article, the author describes an explicit approach to word solving instruction that has been key to an intervention proven effective in contexts outside of the classroom. The approach emphasizes the interactive and confirmatory use of both code-based and meaning-based strategies for figuring out words. The author offers guidance for using a gradual release of responsibility model to incorporate this explicit approach into small-group instruction in primary classrooms.

Keywords:

• Early reading
• reading strategies
• Response to Intervention
• Tier 1
• word identification

Acknowledgement

The author would like to thank Dr. Donna Scanlon for her supportive feedback on an earlier version of this manuscript.

Notes on contributor

Kimberly L. Anderson is an Assistant Professor in the Department of Literacy Studies, English Education, and History Education at East Carolina University, where she teaches K–2 literacy methods courses. She is a former school psychologist and reading specialist, with more than 20 years of experience working with teachers in public school settings. Her current research focuses on improving literacy instruction in primary classrooms, teacher professional development, and the relationships among teacher knowledge, teacher practice, and student outcomes.