I work with struggling readers daily. Depending on how many teachers and kids, I recommend grouping students according to their level (low, lower, lowest)in small groups (4-5). The smaller groups allows more one-on-one direction and less distraction for the students. Students who are low readers are usually very bored in bigger groups and they often are overlooked by the students that always answer all the questions. When in groups, I always start off having students picture read a book. Then I have them close their books and ask them questions that they have to infer. If you allow students to feel like they are giving correct answers and their explanations are valued, they will feel more confident when learning to read. Next, I introduce any new vocabulary found in the book. I have students sound out the words with me and then I continue to refer back to the word. Then, we read the book together with me reading and students echoing (repeating). After reading, I ask comprehension questions about the story or ask what they learned and what they think about the book. Again, when a student is praised for their answers they will be motivated to continue to participate. Because these students are struggling readers, I only like to read through the book one time on the first day. I always play a game at the end of the group that pertains to the book. For example, if the story is about animals on a farm, then I would have students match the vocabulary words, such as pig, cow, goat, with the appropriate picture.

Differentiated instruction will allow you to teach to each student. You can use different assessment methods for the student. Also students love computer activites. There are numerous educational website for reading and it can be fun for the students while learning.

It is impossible to post a solution for your specific students. We simply need more data! You need to know their sight word fluency, phonics ability, reading fluency and comprehension. Try a Fry Word assessment, Informal Phonics Inventory, Fluency Passage and cold reads to determine where your students' weaknesses lie.

One way you could approach the after school program is to include 4 teachers. Each teacher would focus on one important area of reading so that students are exposed to them all. One teacher would teach a session of phonics, one fluency, one vocabulary, and one comprehension. Depending on the amount of time you have, students could go to two sessions each day and follow with the other two the next day. Students would be grouped for each session based on the assessment data that you have, with each group being a similar level. This may mean that you have some first, second, and third graders together, but they would be receiving instruction appropriate for them. One school in my system as approached summer school in this way, and they've experienced great results!

I would begin with giving inventories to assess where the students are. I would separate them in to groups according to their abilities. This would ensure that you are meeting each student's needs. I am not sure of the grade level, but I teach 2nd grade and notice that phonics seems to be a major downfall. I typically start from there and build upon that.

The biggest area that I see with students that struggle with reading is phonics. Students cannot sound out words if they don't know them. I would say that a program that does focus solely on phonics but gives them a good base in the area. Then you can slowly implement reading books, articles, or magazines that the students are drawn too. Really the only way to improve reading is to read more and progressively harder material too.

Students need to have decoding skills and need to learn sight words, so they can read a page without having to decode every word. They also need to work on comprehension skills. I might start with a sight word list and see how each student is doing on that skill. Then I would develop games and small group activities that will work on specific skills.

Use strategies before, during, and after reading.