Current research shows that a staggering 37% of children have difficulties learning how to read and write in the traditional classroom setting. Some of these students may be diagnosed with dyslexia and/or dysgraphia, but many go undiagnosed. During the critical early learning years (K- Grade 3) these students fail to learn the most basic and foundational literacy skills often because the current approach used by many teachers does not meet their specific learning needs. A “wait and see” approach does not work for students failing to read and write, by Grade 3 or 4, these children are well below grade level expectations and will likely not catch up without intensive intervention.
Early screening and assessment is critical. Likewise, early intervention is essential in remediating the gaps for these struggling students. The response must be; explicit, intentional, intensive, targeted, personalized, and systematic. Intervention must be provided by a professional who is expertly trained with an extensive knowledge of the findings in the science of reading research. Many schools and classroom teachers do not possess these skills, resources or support to implement the necessary instruction.