In differentiated literacy instruction, which approach best aligns with meeting diverse learner needs?

• A. To match decoding skills with text
• B. To increase reading speed
• C. To discourage decoding practice
• D. To replace writing tasks

Answer: (A)

The idea being tested is differentiating literacy instruction by aligning a student’s decoding skills with the text they read. When text difficulty is matched to a learner’s decoding ability, students can actually recognize and sound out words accurately, which frees cognitive energy to focus on meaning and comprehension. This makes reading accessible at each student’s current level and provides a clear path for gradual growth—teachers can offer just-right challenges and targeted supports so everyone can progress.

Trying to push reading speed without considering decoding readiness often leaves struggling readers overwhelmed or frustrated, and it doesn’t ensure that they can actually decode the words or understand what they’re reading. Discouraging decoding practice removes essential practice that builds foundational skills, which is counterproductive for diverse learners who need explicit word recognition work. Replacing writing tasks diminishes opportunities to practice and integrate reading with writing, a core part of developing literacy skills across modalities.