Teachers can provide more targeted areas of practice in a variety of engaging learning contexts, such as pair or group work, that are also favorable to the classroom dynamics. For example, if a student is still struggling with decodable skills, teachers can provide students with decodable texts, work on reading targeted vocabulary and sound blends in isolation and within word contexts. All this can be done using a cooperative learning technique such as jigsaw learning, providing students can handle this type of group work.

Students acquire various reading skills at different rates. When students are experiencing difficulty, teachers should emphasize effort that will help students complete the activity more successfully. If a task is too difficult, no learning can take place. In bridging word-text skills for example, teachers can appeal to various learning groups in terms of using the same reading comprehension skills but with different learning tasks. For example, a lower performing group scans a text for names of people and places. They should remember to look for words beginning with capital letters. They can then classify them according to groups of "names" and "people." The middle group lists names of people, places and numbers and what they refer to and the stronger group underlines five unknown words. They guess the meanings and confirm their answers in the dictionary.



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