Prevention over Remediation

A New Paradigm in Addressing Reading Difficulties

Abstract

Proficient reading is vital for a child’s future academic success and personal development; however, word reading difficulties create significant barriers that can hinder both. Early identification of such difficulties is crucial, as it forms the foundation for timely, effective intervention and prevents difficulties from escalating into more persistent challenges such as dyslexia. This article advocates for a preventive approach that focuses on identifying at-risk children early and providing evidence-based intervention that focuses on foundational skills such as phonemic awareness and letter-sound knowledge. Unlike traditional remediation, which often occurs too late, prevention emphasises early screening, systematic and explicit teaching, and continuous monitoring and support. By identifying and intervening early, teachers can provide tailored instruction that not only improves reading proficiency but also reduces long-term academic, emotional, and social consequences. This article explores the core components of the preventive approach and highlights its transformative potential for improving reading outcomes.