When To Supplement for Middle Grades Readers
Dr. Jason D. DeHart is a teacher at Wilkes Central High School in North Carolina, and was an assistant professor of reading education at Appalachian State University. DeHart's research interests include multimodal literacy, including film and graphic novels, and literacy instruction with adolescents. He taught middle grades English/Language Arts for eight years and continues to work to keep current with trends in education. DeHart’s work has recently appeared in SIGNAL Journal, English Journal, and The Social Studies, and he has a co-edited the volume, Connecting Theory and Practice in Middle School Literacy, to be released by Routledge later this year. He is passionate about literacy, inclusivity, engaged reading, and authentic writing practices.
Helping young learners develop literacy skills can be challenging but also rewarding. This is true for emergent readers in early grades, but also is true for students in middle grades.
During the middle school years, readers tackle new ideas and they are expected to already have mastered many concepts. There can be additional social pressures to blend in and “get through” the school day without revealing the need for additional support.
As teachers, we can take some steps toward supplementing instruction when middle school students need practice with mastering literacy skills. We also can take these steps, keeping the learner in mind, valuing culture, individual needs, and the student as a growing and thinking person.
Identifying Tools and Steps
When I first began teaching, I did not have a set curriculum. Instead, I had access to a book room with multiple options and worked with a team of teachers to select readings that had proven track records of success with students. This was a process of talking with colleagues, and sometimes finding typed (or handwritten) assignments in filing cabinets.
From there, I eventually found myself teaching with a set of more closely organized materials. Sometimes, regardless of the kinds of approaches district leaders implement, teachers find themselves needing to review (or even teach for the first time) concepts students have not yet quite mastered.
Additionally, my district increased the focus on quality assessment. I had greater access to data as my school leaders became more tuned in to the tools available for making sense of student mastery.
- Use assessments to parse what students know and already can do
- Plan instruction that begins with support
- Increase the complexity of texts and tasks as students gain mastery
For middle school readers who need explicit, targeted intervention, programs like LANGUAGE!
Live® can play a critical role. LANGUAGE! Live is designed specifically for older struggling readers, blending foundational skills instruction with age‑appropriate content—an important combination when students need intensive support without feeling singled out or “behind.”
To make sense of this work, teachers can follow up with a few possible questions, conversations, and searches.
What Do I Already Have at Hand?
Instead of reinventing materials, it can be helpful to take stock of what already is available, from existing programs to ready strategies. This can include online mastery materials and examples that can help support student learning. In the case of some concepts, it might be helpful to think about what synthesis, composing, and higher-order approaches can bring for mastery.
It is important to note strategies do not have to be complicated—a set of simple steps or tools can be learned and then applied to texts. The texts can become more complicated as students master strategies. A variety of sites include classic and contemporary suggestions for readers, especially related to frequently assigned books. These additional recommendations can be found in curriculum at times, as well, including complex texts students can practice with once they have mastered more accessible content.
- What skills do students still need to work on?
- How can I build a focus on skills with any text versus teaching knowledge of specific texts and authors?
- How can I focus on skills and build in discrete knowledge as needed? (e.g., composing strong sentences versus knowing the parts of speech)
- What brief written responses can students compose before/during/after their reading practices?
As already noted, students bring considerable knowledge to the classroom, even if they still have skills to develop. Strong curriculum will include representations of student experiences, including cultural awareness and relevant questions.
How Can Colleague Support Factor In?
In addition to taking stock of the available materials, teachers can take stock of the wisdom around them at the school and district levels.
It might be the case that colleagues are experiencing or have experienced similar challenges. In fact, it is very likely the case. With networks of department and interdepartmental support, teachers can find creative ways to support content.
As a member of departmental teams, I have worked in online teaching and pairing for literacy support, engaged in creative cross-curriculum review that requires science and math knowledge to develop informational texts, and worked within content to create and participate in review of videos and games.
Teachers can work together and compare data from previous years, as well as synergize about current needs that are represented across groups of students.
- What strategies have proven to be most effective?
- Where are the areas students consistently need to grow?
- Let us not forget: How are the students who are mastering content continuing to be challenged?
Always Growing
Working with middle school students on essential skills can feel like attempting to catch up on a great deal all at once—I try to focus on the next logical steps to help students grab the next rung of success. It also can be helpful to remember the skills required in literacy development work in cycles.
This cycle means students need practice that repeats and reappears in new contexts. To build on this practice, I have used classic stories, more updated selections, and even popular music (as appropriate).
Teachers, students, families, and school systems can take a close look at curating curriculum. This curation can center around finding materials that meet student needs as stakeholders work together to develop creative approaches to help middle school students gain confidence and growth.
Supporting Middle School Learners
In summary, supporting middle school readers requires intentional assessment, responsive instruction, and resources that respect students’ maturity while addressing their needs. As educators curate tools, collaborate with colleagues, and build instructional cycles that promote confidence and growth, evidence‑based intervention programs can provide critical support. Reading intervention solutions from Voyager Sopris Learning®, such as LANGUAGE! Live, are designed to meet the unique needs of older striving readers by combining foundational skill development with age‑appropriate content—making it easier for educators to supplement instruction thoughtfully and help all learners take the next step toward literacy success.
