What conclusion is most appropriate for improving reading levels when many students lack specific reading skills but most have an overall deficiency?

What conclusion is most appropriate for improving reading levels when many students lack specific reading skills but most have an overall deficiency?

• A. Addressing the needs of individual students by creating a project plan designed to meet those needs
• B. Increase whole‑class IQ‑level tests
• C. Implement the same reading program for all students
• D. Rely on test scores to decide reading groups

Answer: (A)

When students show broad reading difficulties but with varied skill gaps, the most effective approach is to tailor supports to each learner. Creating a plan that addresses individual needs means first identifying each student’s specific areas to target—whether it’s phonemic awareness, decoding, fluency, or comprehension—and then designing concrete goals, activities, and resources to reach those goals. It also involves ongoing progress monitoring and making adjustments as students improve. This personalized, systematic approach helps each student build the exact skills they need, rather than hoping a single program fits everyone. Using a single program for all ignores the different gaps students have. Relying on test scores to decide reading groups can oversimplify needs and create fixed labels, missing the day-to-day instructional adjustments that support growth. And increasing broad, non-targeted assessments like IQ tests doesn’t provide instructionally useful guidance for improving reading.

When students show broad reading difficulties but with varied skill gaps, the most effective approach is to tailor supports to each learner. Creating a plan that addresses individual needs means first identifying each student’s specific areas to target—whether it’s phonemic awareness, decoding, fluency, or comprehension—and then designing concrete goals, activities, and resources to reach those goals. It also involves ongoing progress monitoring and making adjustments as students improve. This personalized, systematic approach helps each student build the exact skills they need, rather than hoping a single program fits everyone.

Using a single program for all ignores the different gaps students have. Relying on test scores to decide reading groups can oversimplify needs and create fixed labels, missing the day-to-day instructional adjustments that support growth. And increasing broad, non-targeted assessments like IQ tests doesn’t provide instructionally useful guidance for improving reading.