Effective Teaching Strategies for Struggling Readers in the Elementary Grades

Abstract

The purpose of this study was to better understand how classroom reading instruction can be improved to address the needs of struggling readers in the intermediate grades. The measurement tool was a questionnaire. This study involved use of descriptive study design to understand how elementary teachers address the needs of struggling readers in the classrooms. The participants were 12 elementary teachers ranging from kindergarten through third grade. Findings showed that classroom teachers employ a range of strategies adjusted for the primary goals of their grade level’s reading program. However, further teacher training in literacy development and reading strategies could be beneficial to address struggling readers, especially as they move into the intermediate grades.