The data provided strong evidence that we must support struggling readers with the necessary 'prescription' that they are deserving of. It is also important for teachers to learn to provide the critical support with the foundations of Phonemic Awareness, Phonics, and appropriate fluency passages, in order for children to learn to decode multisyllabic words with automaticity and to read with prosody. Children should be knowledgeable about their reading level in order to collaborate with their teachers in setting personal and obtainable goals.
The 2nd and 3rd graders that were given extra support, improved in DIBELS by 36.7 words per minute compared to 4.6 words with the group that did not receive the critical support. The support group's Accelerated Reading Level improved 13.1 months compared to 0.4 months with the group that received inconsistent support. The support group improved by 23 points on the Phonics/Decoding Screening Test; the comparison group did not take the test. Also, the Word Pattern Test improved 8.4 words with the support group compared to the group that did not take the test at the beginning of the year, that would have helped provide useful data for addressing their needs.