ABSTRACT
This chapter is grounded in the well-documented observation that children learn differently and vary in their development of reading-related abilities (Mathes et al., 2005). Thus, it follows, that not all children will respond successfully to the same instructional approach to developing decoding pro ciency (Ysseldyke & Taylor, 2007). The inevitable outcome is that in schools in which only one instructional program is in use, some students will experience dif culty learning to read (Valencia & Riddle-Buly, 2004). A onesize- ts-all approach does not encourage teachers to provide the differentiated opportunities that children need in order to learn to decode (Allington, 2006). This gloomy prognosis is the case even when the approach being implemented is evidence based (Al Otaiba & Fuchs, 2006).
