Exploring Strategies to Support Elementary Students with Reading Difficulties: A Literature Review

Abstract

This systematic literature review examines recent empirical evidence on interventions designed to improve reading outcomes for elementary students with reading difficulties, particularly those with specific learning disabilities (SLDs). The primary objective is to identify which intervention approaches demonstrate the most consistent improvements in decoding, fluency, and comprehension. Findings indicate that early interventions targeting phonological awareness and print knowledge are strongly associated with gains in foundational decoding skills and prevention of persistent reading failure. Multisensory approaches that integrate visual, auditory, and kinesthetic-tactile modalities show consistent improvements in phonological processing and word recognition, especially for students who do not respond to traditional instruction. Technology-based interventions, including computer-assisted instruction and tablet applications, provide adaptive and engaging learning environments, with evidence supporting gains in phonics and fluency, though results for comprehension are more variable. Overall, the review concludes that structured, explicit phonological instruction combined with individualized implementation yields the most effective outcomes.