Explicit instruction for word solving: Scaffolding developing readers’ use of code-based and meaning-based strategies

Abstract

Response to Intervention (RtI) has brought about significant changes in the way schools provide educational support for students at risk for reading difficulty. Much of the research on RtI has focused on evidence-based interventions that are typically offered outside of the regular classroom, with less attention given to instruction that is part of the core curriculum. In this article, the author describes an explicit approach to word solving instruction that has been key to an intervention proven effective in contexts outside of the classroom. The approach emphasizes the interactive and confirmatory use of both code-based and meaning-based strategies for figuring out words. The author offers guidance for using a gradual release of responsibility model to incorporate this explicit approach into small-group instruction in primary classrooms.