What strategies support differentiation for struggling readers in PK–3?

• A. Flexible grouping, targeted interventions, paraphrasing or simplifying texts, graphic organizers, and explicit decoding/fluency instruction.
• B. Rigid one-size-fits-all groups with no interventions.
• C. Only using high-level texts without scaffolds.
• D. Reducing practice to once a week.

Answer: (A)

Focusing on how to differentiate instruction for struggling readers in PK–3 means using approaches that meet each child where they are and build foundational skills step by step. Flexible grouping lets you move students into small groups or one-on-one settings based on current needs, so those needing decoding support can get targeted practice without being held back by peers who are ready to progress. Targeted interventions address specific gaps, such as phonemic awareness, letter-sound correspondence, or vocabulary, with explicit, scaffolded instruction and ongoing progress checks. Paraphrasing or simplifying texts helps students access meaning when language is challenging, allowing them to practice comprehension with material that is within reach. Graphic organizers provide a visual framework for organizing ideas, story structure, or information, which supports recall and understanding. Explicit decoding and fluency instruction gives deliberate, guided practice with sounds, blending, and reading rate to improve accuracy and confidence. Together, these strategies create differentiated, responsive instruction. In contrast, rigid, one-size-fits-all grouping, texts without scaffolds, or infrequent practice do not address the varied needs of struggling readers.