Providing real-time decoding support that keeps the student participating with dignity, without drawing attention to what is hard.
At a glance
When: A student stumbles reading aloud and the text hasn't been modified.
Remember: Keep them reading with the least support that works — and protect their dignity while you do.
What strong practice looks like — and why.
The scenario you saw
During a small-group reading activity, a student with dyslexia is reading aloud. They skip a word, misread another, and then stop. The teacher hasn't modified the text. What do you do?
Before you read on — what would you do here? Picture your move, then reveal how strong practice handles it.
You already have a move ready — point to the word, give the student a beat, offer the first sound if needed. The activity keeps moving. You've kept them in it without making the difficulty the story. Afterward you flag it to the teacher: this student needs modified text going forward.
Why this works
Two things have to happen at once: keep the student in the activity, and don't turn their difficulty into the moment everyone watches. Supplying the word, or waiting for the teacher, does one at the cost of the other — it either strands the student or does the reading for them. A ready, graduated move — point to the word, give a beat, offer the first sound — keeps them decoding with just enough support to stay in it. Afterward you flag the teacher that this student needs modified text going forward, because an in-the-moment assist isn't a substitute for the right materials.
What to look for
Recall is where it sticks — a few quick scenarios.
Reading is useful, but recall is where it sticks. Three short scenarios, low-stakes, no scoring — about 3 minutes. You can stop any time.
Start the practice set →Short on time? Start with the first one.
IRIS Center (Vanderbilt)
IRIS Center module on identifying specific reading difficulties and providing targeted support while preserving student dignity.