There is considerable evidence that the children who read most, read best. More independent reading must occur at all grade levels. Included among the strategies are predicting, self-questioning, clarifying, monitoring, evaluating, and summarizing. Even emergent readers can be taught to use some of these strategies, and early modeling and instruction in them can develop critical thinking and comprehension. Teachers must provide adequate modeling, re-teaching when necessary, and multiple opportunities for practicing new skills with partners and in small groups.
Independence is the ultimate goal and can be attained when teacher support is gradually released.
Intervention - Early intervention has been found to accelerate the development of many young children experiencing difficulty in learning to read. However, after intervention, if students return to classrooms that don't support the newly acquired strategies, it is possible children will have continued reading difficulties. Balance here is critical. Without a comprehensive plan, which may include standardized as well as authentic assessments, it is impossible to adequately design and evaluate literacy instructional programs. Reading is a mainframe of your professional life.