What Makes a Good Reading Curriculum for a Struggling Reader?

Why Be Discerning About Curriculum

If your child struggles with reading, any old curriculum isn’t going to cut it. Certain curriculums are designed with the needs of struggling readers in mind, other curriculums may claim to support struggling readers but lack essential instructional elements, and still others are created just for typically-developing readers. Decades of research show that effective reading instruction must include explicit, systematic teaching of foundational skills such as phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000).

You may not be able to choose your child’s reading curriculum, but you do have the power to understand it and the right - and responsibility - to advocate for your struggling reader's needs. This is your Parent Advantage.

Check out this article to learn more about the two different philosophies that influence curriculum creation and why teachers often don’t think twice about using a “less-quality” curriculum.

What A Good Reading Curriculum For Struggling Readers Should Have

In daily grade-level or whole-group lessons, the following instructional components should be present consistently, especially for struggling readers who need frequent review and structured practice. Research on evidence-based literacy instruction consistently identifies these components as essential (National Reading Panel, 2000).

Phonemic Awareness Instruction

Phonemic awareness is a student's ability to identify, blend, separate or change sounds in a spoken word. Weak phonemic awareness is one of the most common underlying difficulties for struggling readers and students with dyslexia, but also one of the most commonly skipped areas of reading instruction (Lyon et al., 2003; National Reading Panel, 2000).

In a school setting, this instruction should occur daily both during whole-group reading lessons and targeted intervention blocks or small groups. Activities may include:

• Saying the first, middle or last sound in a word

• Breaking apart the sounds in a word to say them separately

• Changing a sound in a word to make a new word

Why this matters: Weak phonemic awareness is one of the most common underlying causes of reading difficulty and dyslexia. It lays the foundation for phonics instruction to stick (Lyon et al., 2003; National Reading Panel, 2000).

Phonics Instruction

Phonics teaches the relationship between sounds (phonemes) and the letters or letter patterns (graphemes) that spell them. Phonics instruction should start with the sounds of the alphabet and slowly move to two or three-letter spelling patterns. Introducing only one or two new patterns per week is most effective (National Reading Panel, 2000; Moats, 2020).

For struggling readers, phonics should make up the bulk of daily reading instruction in kindergarten through second grade. Some curriculums dedicate too much time to comprehension instruction for young readers and not enough time actually teaching the rules of reading (National Reading Panel, 2000).

Why this matters: Phonics builds the brain connections that allow children to decode words independently instead of guessing or memorizing (Moats, 2020; National Reading Panel, 2000).

Irregular Word Instruction

Some high-frequency words cannot be fully decoded using regular spelling patterns. These words still should be taught with phonics-style instruction that draws attention to their regular and irregular parts (National Reading Panel, 2000). For example, in the word "me", the /m/ sound follows regular spelling, while the /ē/ sound is irregular. (Normally “e” spells the sound at the beginning of “elephant”.)

For struggling readers, instruction should match the current phonics skills (like teaching me when learning the letter “m”), include daily review, and be capped at three new words per week (National Reading Panel, 2000).

Why this matters: Struggling readers need explicit instruction to understand why and how certain words don’t follow phonics rules, rather than trying to memorize them visually (National Reading Panel, 2000).

Decoding Practice

Decoding is the process of looking at a word and reading it aloud by applying known spelling patterns. Students should only practice decoding words that contain previously taught patterns (National Reading Panel, 2000).

Strong curriculums include decoding practice at the end of every phonics lesson in the form of reading or writing. A few common tools and strategies are:

• Letter-sound mapping activities, (“word work”) to help students connect sounds to letters

• Word lists with taught patterns to practice reading and spelling

• Decodable texts with taught patterns to read words in context (Mesmer, 2005)

Why this matters: Application is how the brain changes. Without structured decoding practice, new phonics knowledge does not translate to support reading real words (Mesmer, 2005; National Reading Panel, 2000).

Fluency Practice

Fluency is the ability to read accurately, smoothly, and expressively in an appropriate volume. Fluent reading helps a student understand a text better by reducing the cognitive effort required for decoding (National Reading Panel, 2000; Rasinski, 2012). A student that sounds out every word (or who reads too fast!) will have a hard time finding the meaning of the text. Fluency practice strategies may look like:

• Reading decodable texts out loud

• Practice rereading phrases or texts until they are smooth

• Choral reading as a class, following the voice of the teacher

• Partner reading

Fluency practice should not focus on timed tests or fast flashcards, which can increase anxiety for struggling readers. Also, it should only include words with spelling patterns that are familiar because the goal of fluency is for these words to become automatic (Rasinski, 2012).

Why this matters: Fluent reading frees up mental energy so children can focus on meaning instead of working so hard to read each word(National Reading Panel, 2000).

Comprehension Skills Instruction

Foundational skills (which includes everything discussed so far) help students read words; comprehension skills (which will be the remainder of this list) help them understand what those words mean. A good curriculum includes two forms of comprehension instruction: listening comprehension (understanding texts read aloud) and reading comprehension (understanding texts read independently), both of which require explicit instruction (Duke & Cartwright, 2021).

Students can demonstrate listening and reading comprehension by summarizing, finding the main idea, building a graphic to organize the information, etc.. They should also always be expected to answer text questions. Good curriculums include a combination of three types of questions:

• Literal questions (answers found directly in the text)

• Inferential questions (answers are inferred from the text)

• Evaluative questions (students connect beyond the text to something else from their own life, another text, or the world)

Why this matters: Understanding what was read is the whole point of reading. Struggling readers may decode accurately but still miss meaning without explicit comprehension instruction (Duke & Cartwright, 2021; National Reading Panel, 2000).

Vocabulary Instruction

Vocabulary instruction introduces new words and their meanings before students encounter them in texts so their brains are primed to for the best understanding of the text possible (Beck et al., 2013). Words should connect to current units or upcoming read-alouds.

Students should be exposed to the sounds of the word, its letters, its definition and examples of it. Instructional activities should be multisensory and engaging, like:

• Acting/drawing the word

• Making a word map to connect the new word to related words

• Creating examples and nonexamples of the word

• Crafting student-friendly definitions of the word

Why this matters: Students cannot understand what they read or hear if words are unfamiliar, even when decoding skills are strong (Beck et al., 2013; National Reading Panel, 2000).

Background Knowledge Building

Building background knowledge supports comprehension by helping students connect new information to what they already know. Building background knowledge piques students’ interest and connects the new learning coming up to something familiar (Willingham, 2006; Duke et al., 2011). Background knowledge building can look like:

• Looking at pictures or exposure to other beautiful and engaging media on the topic

• A hands-on activity related to the topic

• Asking students questions about their lives related to the topic

Why this matters: Building background knowledge increases engagement and familiarity with texts which strengthens comprehension (Willingham, 2006).

Grammar Instruction

Grammar instruction includes sentence structure, word order, punctuation, capitalization, parts of speech, and more. For struggling readers, grammar skills should be clearly and directly taught. Ideally grammar instruction is tied to the content of reading lessons. It should progress from easiest to hardest skills and include lots of repetitive practice for struggling readers.

Grammar instruction is often skipped in classrooms due to time constraints, even though it strongly supports comprehension. (Scott & Balthazar, 2010).

Why this matters: A deep understanding of grammar supports both reading comprehension and fluent oral reading (Scott & Balthazar, 2010).

What A Good Reading Curriculum For Struggling Readers Should Be Like

These curriculum descriptors are essential for students with reading difficulties. Unfortunately, many curriculums claim to be or have these things since they have become educational buzzwords, but they may not do them well or according to research. Below are the qualities to look for when evaluating whether a curriculum is really up to par for struggling readers (National Reading Panel, 2000).

Systematic Instruction

A good reading curriculum introduces learning in a logical and intentional sequence, progressing from easier concepts to more complex ones. This is known as systematic instruction, and it is strongly supported by reading research (National Reading Panel, 2000). While this may sound obviously beneficial, many curriculums do not follow a clearly organized progression.

To evaluate whether instruction is systematic, review the curriculum’s scope and sequence. This a document that outlines all the concepts taught over the year within each area of reading instruction. Ask yourself whether the list of concepts seems to progress in a logical way and if new skills clearly build on previously taught ones.

Specific examples of what systematic instruction should look like for each type of instruction are included in our free Curriculum Review Checklist.

Why this matters: For a successful reading experience, struggling readers need the skills taught to match the progressive manner in which their brain develops (National Reading Panel, 2000).

Direct Instruction (Gradual Release of Responsibility)

Effective reading curriculums use direct instruction which means the teacher explicitly and clearly teaches the skills before students are expected to use them independently. This approach follows a predictable structure: the teacher models a skill, students practice with support, and then students apply the skill on their own. This structure, often referred to as the Gradual Release of Responsibility, has been shown to be especially effective for students with learning difficulties (Rosenshine, 2012; Fisher & Frey, 2014).

Why this matters: Clear modeling and guided practice prevent struggling readers from being expected to “figure it out” on their own before they’re ready (Rosenshine, 2012).

Multisensory Instruction

Multisensory instruction is learning that engages more than one of the senses and is particularly important for struggling readers. Effective multisensory instruction connects what a child sees, hears, and does to reinforce the neural pathways being created in their brain by the new learning (Moats, 2020). In a strong curriculum, multisensory strategies are used frequently and intentionally to support learning, not to entertain or distract. Examples can include:

• Presenting information visually and spoken aloud

• Using movement or hand motions to reinforce sounds or concepts

• Incorporating manipulatives to represent sounds or words

• Creative expression (acting, drawing, singing) that reinforces the learning

Why this matters: Engaging multiple senses helps strengthen memory and learning pathways, making reading skills easier to recall and use (Moats, 2020).

Repetition and Review

Struggling readers need frequent review of previously taught skills in order for learning to stick. Because most grade-level curriculums are designed for students who acquire reading skills more easily, repetition and review opportunities can be limited.

A high-quality curriculum for struggling readers includes built-in review, especially for word recognition skills (phonemic awareness, phonics, irregular words, and fluency). Ideally, time is set aside before each lesson to revisit previously taught concepts and reinforce mastery (National Reading Panel, 2000).

Why this matters: Struggling readers need more repetition for learning to stick. Without regular review, progress can be slow or inconsistent.

Consistency

Consistency refers to how reliably students receive instruction in all essential reading components over time. Every strong curriculum assumes that a teacher will be consistent with its implementation.

The reality is there are many more testing, schedule or behavioral interruptions in a classroom than parents might realize. While you may not be able to observe instruction daily, asking how often testing or school events interpret daily reading instruction may be worth your time.

Research-based recommendations for how much time each type of instruction should take are included in our free Curriculum Review Checklist!

Why this matters: Consistent instruction allows reading skills to build steadily over time instead of being interrupted or forgotten (National Reading Panel, 2000).

Theme or Unit-Based Learning

Research supports the use of unit-based instruction to build background knowledge and support comprehension (Duke et al., 2011). Many strong reading curriculums organize lessons around science or social studies topics, allowing students to deepen their understanding of content while strengthening reading skills.

When instruction is organized around meaningful topics, students are more engaged and better able to connect new information to what they already know, which is an essential component of reading comprehension (Duke et al., 2011).

Why this matters: Learning within meaningful topics builds background knowledge, which is essential for strong reading comprehension (Duke et al., 2011).

How to Use this Information to Advocate for Your Child

You now know what to look for in a high-quality reading curriculum for a struggling reader—and just as importantly, what should raise red flags. Research consistently supports instruction that is direct, systematic, and consistent across all components of reading (National Reading Panel, 2000). This knowledge allows you to move beyond vague concerns and into informed advocacy.

You can simply start by asking your child’s teacher about how each instructional component is taught. Listen for words like systematic, direct, multisensory, and decodable. Check out our Teacher Conversation Guide to help you plan your conversation! If something feels missing, it’s appropriate to ask how that gap will be addressed.

As a next step, you can ask for a copy of the teacher’s guide or a unit. In most states, parents have a state-protected right to obtain a copy of and review their school's curriculum. Review the curriculum with intention. Download our free Curriculum Review Checklist to help! Scan the curriculum for each of the necessary instructional elements (phonics, vocabulary, phonemic awareness, etc.) and for systematic, explicit instruction, multisensory support, built-in review, etc.

If you experience resistance or want more guidance, consider booking a consultation with us. We can hear your needs and help you create a tailored action plan!

Research & Sources

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). Guilford Press. https://www.guilford.com/books/Bringing-Words-to-Life/Beck-McKeown-Kucan/9781462511488

Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56(S1), S25–S44. https://doi.org/10.1002/rrq.411, https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.411

Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed., pp. 51–93). International Literacy Association. https://ila.onlinelibrary.wiley.com/doi/book/10.1002/9781119261664

Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). ASCD. https://www.ascd.org/books/better-learning-through-structured-teaching?variant=114005

Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1–14. https://doi.org/10.1007/s11881-003-0001-9, https://link.springer.com/article/10.1007/s11881-003-0001-9

Mesmer, H. A. E. (2005). Text matters: Decodable texts in early reading instruction. The Reading Teacher, 59(2), 156–165. https://doi.org/10.1598/RT.59.2.6, https://ila.onlinelibrary.wiley.com/doi/10.1598/RT.59.2.6

Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do (2020 update). American Federation of Teachers. https://www.aft.org/sites/default/files/media/2020/teaching_reading_is_rocket_science_2020.pdf

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

Rasinski, T. V. (2012). Why reading fluency should be hot. The Reading Teacher, 65(8), 516–522. https://doi.org/10.1002/TRTR.01077, https://ila.onlinelibrary.wiley.com/doi/10.1002/TRTR.01077

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–39. https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

Scott, C. M., & Balthazar, C. H. (2010). The grammar of reading comprehension: Sentence processing and syntactic development. Topics in Language Disorders, 30(4), 299–315. https://doi.org/10.1097/TLD.0b013e3181f5eda2, https://journals.lww.com/topicsinlanguagedisorders/Abstract/2010/10000/The_Grammar_of_Reading_Comprehension__Sentence.3.aspx

Willingham, D. T. (2006). How knowledge helps: It speeds and strengthens reading comprehension, learning—and thinking. American Educator, 30(1), 30–37. https://www.aft.org/sites/default/files/periodicals/Willingham.pdf