| When it comes to weak decoding, "the lowest level deficit should be identified and repaired, followed by a re-evaluation of the reader for additional problems, and by instructional intervention to repair any newly identified problems." (Royer and Sinatra, 1994)
What's the Task? Given a range of decoding abilities in a classroom, it may be necessary to meet students' instructional needs with whole group, small group, and independent instruction. Students with weak decoding skills need careful assessment to determine skill deficits. With more instruction, practice, and leveled reading materials, they can overcome their decoding weaknesses.
Whole-Class Activities: Whole-group lessons should focus on those grade-level skills students need, such as syllabication strategies and word analysis. For weak decoders, include simpler words containing the patterns or word parts being studied. Introduce these skills to weak decoders, but do not expect mastery. Whole-class instruction can focus on decoding needs of most students, but not frustrate or waste the time of weaker decoders. If students' decoding is significantly below level, then reading lower-level books, using a computerized phonics program, or receiving one-on-one instruction from a tutor may be a more effective use of their time.
Small-Group and Independent Activities: Based on the results of students' phonics assessment, group students according to instructional needs. During independent work time, meet with these students for decoding instruction and practice on their level. It is important to begin students where they can be successful and then progress slowly through the phonics scope and sequence. Note that the pacing of lessons may be much slower and that more lessons and practice will be required on the same skill before students achieve mastery. Frequently monitor student progress using lists of words containing patterns taught. Reteach those patterns with which students still struggle. In addition, provide these students with many simple, decodable texts to practice reading words with the new patterns in connected text.
Special Education Focus: Teach Briefly, Practice Eternally
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Students with serious reading problems will benefit from frequent, continuous practice applying what they have been taught. The rule of thumb is: teach briefly, practice eternally.
Students must be accurate before they can be fast. If students are very slow, which many are, speed drills for a few minutes a day are helpful, but only if the students are practicing what they have been taught and giving accurate responses. Peer partners, parent volunteers, or classroom aides can insure that students are decoding accurately as they do the drills on syllable reading, syllable combining, word division, or spelling. Check in with individuals frequently to make sure they are practicing correctly.
Every student, every day, should spend time reading meaningful text within his or her independent reading range. Balance the time between sounds, syllables, words, sentences, and text reading, even for the poorest readers. | 
