Which is true about the instruction delivery for struggling adolescent readers?

The most accurate statement regarding the instruction delivery for struggling adolescent readers is that they should be placed in intervention groups based on their specific area(s) of deficit. This approach ensures that instruction is tailored to address the unique challenges these students face.

When adolescents struggle with reading, their difficulties can stem from various areas, such as decoding, comprehension, fluency, or vocabulary. An effective intervention group is designed to meet students where they are, focusing on the precise skills they need to improve. By customizing the instruction in this way, educators can provide targeted support that is more likely to result in meaningful progress and growth in reading abilities.

In contrast, being placed in intervention groups that align solely with grade-level reading might overlook the specific areas where a student struggles. Simply providing extra support without context does not address the root cause of their challenges. Additionally, the belief that struggling readers will outgrow their word-level challenges by high school is a misconception; without targeted intervention, these challenges can persist and impede overall academic success. Thus, addressing individual deficits through appropriate grouping is crucial for helping struggling adolescent readers become more proficient.