Reading Support at School: What Parents Should Know

Learning that your child is struggling with reading can feel overwhelming, especially when you’re trying to navigate an unfamiliar school support system. “Getting reading support” can mean many different things. To understand whether the support is effective, it’s essential to know what kind of intervention your child is receiving and what it aims to achieve. 

Reading support at school typically falls into two broad categories:

• In-class support
• Out-of-classroom (pull-out) support

Understanding the difference can help you ask better questions and stay informed about your child’s progress.

In-Class Reading Support: What It Is and What to Ask

In-class reading support often looks like typical classroom instruction because it’s designed to be part of it. 

This type of support is usually part of differentiated teaching, where the classroom teacher adjusts lessons to meet the needs of different learners. Because it happens during regular class time and is considered part of everyday instruction, parents aren’t always notified when it’s taking place.

In-class support typically looks like:

• Small group instruction led by your child’s regular classroom teacher
• Students grouped with peers who have similar reading needs
• Groups that may change throughout the year as students make progress
• Instruction focused on specific skills (such as phonics or fluency)
• Support delivered during normal classroom time

This type of support can be helpful for students who need a little extra practice or reinforcement. 

To better understand your child’s in-class reading support, consider asking:

• Is my child receiving in-class reading support?
• How intensive is it?
• How often does it happen?
• What skills is the group focusing on?

Out-of-Classroom Support: Pull-Out Reading Interventions

Out-of-classroom, or “pull-out” support, means your child is taken out of regular classroom activities to receive reading help. This type of intervention is typically more structured and more intensive than in-class support.

Out-of-classroom support can look like:

• In-school tutoring
• Multi-grade or class reading intervention groups
• Support from a resource teacher, reading specialist, or literacy coach
• Other programs built into the school day (such as reading buddies or mentoring sessions)

These sessions are often designed for students who need more targeted instruction than can be provided in the classroom alone.

Because pull-out interventions can vary widely, it’s important to be clear about what your child is doing. Helpful questions include:

• Besides the classroom teacher, who else is working with my child on their reading?
• How often does this support happen, and for how long?
• Is my child working in a small group or one-to-one?
• Who is leading these sessions?
• Is the program computer-based?
• Who is collecting data and monitoring my child’s progress?

How Parents Can Support Their Child and the Teacher

Children benefit when parents are engaged, and home and school support are aligned. Staying informed about the type of intervention your child is receiving, checking in on their progress, and sharing what you’re noticing at home can help ensure that efforts at school and home are serving your child’s needs. 

Being involved also helps you recognize when additional help outside of the school and home may be necessary.

If you find that your child needs more individualized, structured reading support from a certified teacher, Hoot Reading offers one-on-one instruction tailored to your child’s needs. Book a consultation to learn how we can help your child build strong reading skills and confidence.