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Students struggling from literacy and language problems.

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Students struggling from literacy and language problems.

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Identify and Assess Needs

Observe the student’s reading, writing, and speaking performance.

Use diagnostic tools (phonics tests, reading assessments, vocabulary checks).

Collect samples of the student’s work to spot consistent errors.

Note if difficulties stem from language barriers, learning disabilities, or lack of exposure.

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Collect enough and proper data for the school counselor.

The teacher does not have the right to diagnose these kinds of problems.

If a learning disability were confirmed, follow the directions from the confidential letter from the counselor and Student Support Team.

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Identify the Barrier

Assess whether the student understands the concepts but struggles with the language.

Check their proficiency in both their first language (L1) and the school language (L2).

Distinguish between limited language exposure vs. an actual learning difficulty.

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Encourage use of the home language for understanding concepts (students can first explain in L1, then learn to express in L2).

Provide bilingual word lists, dictionaries, or translation apps.

Allow students to draft ideas in their home language before converting to the school language.

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Use simple, clear language with shorter sentences.

Support spoken explanations with visuals, gestures, real objects, and demonstrations.

Repeat and rephrase key terms.

Pre-teach vocabulary before lessons.

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1. Encourage Practice in the School Language

2. Integrate Technology

3. Support Peer Learning

4. Be Culturally Responsive

5. Collaborate with Parents and Specialists

Golden Rule: Don’t confuse a language barrier with a lack of intelligence. These students often understand the content but simply need more time and support to express it in the new language.

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Diagnose the Gap

Identify what the student has missed (vocabulary, general knowledge, reading habits, basic phonics).

Ask about home environment — Do they have books? Do parents read with them? Is there limited access to media or resources?

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1. Provide Rich Literacy Environment in Class

Create a print-rich classroom: word walls, labeled objects, posters, charts.

Build a classroom library with diverse, age-appropriate books.

Set aside daily reading time (read-alouds, silent reading, paired reading).

2. Use Oral Language Development

Encourage storytelling, discussions, debates, and show-and-tell activities.

Expand student vocabulary through conversations, not just textbooks.

Connect new words to real-life experiences.

3. Link Learning to Real-World Experiences

Use field trips, nature walks, and role-play to provide background knowledge.

Show videos, images, and real objects to build context before teaching abstract concepts.

Encourage journaling about daily life experiences.

4.Encourage Reading and Writing Habits

Introduce reading buddies (older students reading with younger ones).

Provide take-home books or reading packets.

Encourage daily journaling, even with simple words or drawings.

Celebrate reading milestones with praise or small incentives.

5. Engage Parents and Community

Encourage parents to read or talk with children daily, even in the home language.

Share simple literacy activities (naming objects, telling stories, asking open-ended questions).

Involve community libraries or local storytelling groups.

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Collecting data

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NR assessment. Students compared to peers.

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Check language cultural bias. (is low score due to English exposure?)

if yes - go to "Lack of explosure"

if it`s a skill issue - use CR/diagnostic follow-up to pinpoint skills

A low NR score only says: “This student is below average.”

CR/diagnostic probes tell you: “This student can recognize sounds but struggles with blending them into words” (specific, actionable).

That information lets you design targeted small-group or individual instruction.

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measures a student’s performance against a fixed set of learning objectives, standards, or criteria, not against other students.

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1. Identify specific literacy/language problematic skills (phonics, vocabulary, comprehension, etc.)

2. Directly link results to instructions (targeted small-group teaching)

3. Weekly monitor progress with Curriculum-Based Measurement

4. Go to "Language Barriers"

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1. Celebrate your success!

2. Adjust accommodation and class instructions accordingly.