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Topic: The Impact of Reading Below Grade Level on Students Both Academically and
Personally
Hiebert, E.H. (2022). When students perform at the below level on the NAEP: What does it
mean and what can educators do: The Reading Teacher, 75(5), 631-639.
https://doi.org/10.1002/trtr.2082
The author mentions that according to the National Assessment of Educational Progress
(White et al., 2020) the latest oral reading fluency (ORF) study shows fourth graders who score
below the basic standard require interventions in the following: word recognition, phonological
decoding, and fluency. The author examines the performance level of the same students and goes
a step beyond studying to identify their strengths as well as challenges. Looking at students who
score below the basic level are viewed from a deficient perspective, other the hand the number of
words that students read correctly per minute are in three subgroups 77-108 (White et al., 2021)
which indications show that students were able to recognize at least some words. The question
was asked, “Where the recognized words, words that the students knew?” Looking at the
variation in groups, it was found the largest variation was in the low group, where words correct
per minute declined by 58 words and accuracy was 32%.
Anderson, Daniel, Baker, Scott, K., Nelson, Nancy, J., Stoolmiller, Michael (2018). Examining
the impact and school-level predictors of impact variability of an 8th grade reading
intervention on at-risk students’ reading achievement. Learning Disabilities Research &
Practice 33(1), 37-50. https://doi.org/10.1111/ldrp.12161
Oregon, like many states, is amid reform due to an increase in high school diploma requirements.
There is a wide demand for graduates who are better prepared when it comes to
challenging postsecondary education. According to ACT 2006 and Greene and Winters
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2005, only 50 percent of high school graduates’ numbers adequately prepared for college.
The same ACT report reflected that only 23 percent of high school graduates who took
the ACT in 2009 met the college readiness benchmark in reading (ACT Inc, 2009). The
was further data where actual students who enroll in college, 42 percent of freshman who
attended community colleges and 20 percent freshman who attended four-year
institutions are required to take at least one remedial course (for example, basic math,
remedial writing; Alliance for Excellent Education, 2009). There are State education
agencies who are instituting reforms to better prepare high school graduates. The goal is
to increase the number of credits needed for graduation, as well as the number of
academically challenging courses students must take to graduate (Guy, Shin, & Thurlow,
1999: Johnson & Emanuel, 2000).
Stevens, E. A., Murray, C.S., Fishstrom, S., & Vaughn, S. (2020). Using questions generation to
improve reading comprehension for Middle-Grade students. Journal of Adolescent &
Adult Literacy, 64(3), 311-322. https://doi.org/10.1002/jaal.1005
According to the article it mentions that middle school students are expected to read
complex texts to acquire content knowledge, specifically in social studies/history and
science. If a student has a disability, he is included in the mentioned classes, however he
is reading below grade level, requiring a vast amount of support with accessing text
knowledge. Content teachers can use on evidence-based practice to support students in
the area of reading complex text, it is called question generation. Again, this high impact
evidence-based practice shows findings that students’ reading comprehension increases
when they apply the practice while reading. Now, teachers’ challenges with supporting
students’ reading comprehension are not uncommon. When a student transitions to
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middle school, the demands related to content learning through text reading increases,
especially in the content of social studies and science. During this time, students
encounter an increase in complex texts which is above their reading proficiency
(Shanahan & Shanahan, 13). They are also expected to derive meaning from the text,
integrate information across texts, and engage in text-based discussions (National
Governors Center for Best Practices & Council of Chief State School Officers, 7).
May, H., Blakeney, A., Shrestha, P., Mazal., & Kennedy, N. (2023). Long-term impacts of
reading recovery through 3rd and 4th grade: A regression discontinuity study. Journal of
Research on Educational Effectiveness, ahead-of-print(ahead-of-print), 1-26.
https://doi.org/10.1080/19345747.2023.2209092
Early literacy instruction continues to be a topic of critical debate. The adoption of
evidence-based strategies and intervention in a world of mainstream practice has been far from
straightforward (Goldberg & Golberg, 2022). Elementary teachers are expected to ensure student
engagement in a variety of activities to build their ability to decode, sound-out-words and other
activities that build their understanding and draw inferences from what they have read, while
matching the balance of these two sets of strategies to the current skill of each individual student
(Connor et al., 2004). Recommendations from What Works Clearinghouse Practice Guide on
early literacy (Foorman et al., 2016) focuses on four critical elements: academic language
support to draw inferences, understanding sequences and relationships, and building vocabulary;
phonemic awareness to understand letter-sound relationships; decoding to learn how to sound out
words; and reading connected text to support accuracy, fluency, and comprehension. Early
grades where students are just learning to read are better served by more teacher-led activities
(Connor et el., 2004)
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Swanson, E., Stevens, E. A., Scammacca, N. K., Capin, P., Stewart, A. A., & Austin, C. R.
(2017). The impact of tier 1 reading instruction on reading outcomes for students in grades 4-12:
A meta-analysis. Reading & Writing, 30(8), 1639-1665. https://doi.org/10.1007/s11145-017-
9743-3
Due to national legislation (for example, No Child Left Behind Act, Individuals with Disabilities
Education Act), many school systems are implementing multi-tiered instructional models. An
example of this is, Response to Intervention, to implement research-based practices and meet
then needs of diverse learners. The success rate of a multi-tiered framework begins with
establishing school-wide, high quality general classroom instruction using professional
development in evidence-based instructional procedures and classroom support from
instructional leaders, such as Tier 1 (Fletcher & Vaughn, 2009). With effective Tier 1 instruction,
it is likely that 80% of students will respond to this instruction. After this percentage that leaves
20% of students who require Tier 2 or Tier 3 intervention (Vaughn & Fletcher, 20212). In both
Common Core State Standards and progressive state standards, teachers are expected to immerse
content area instruction with literacy practices. With this being said, Tier1 reading instruction is
delivered in both English language arts (reading class) and content areas.
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