Teachers can use the knowledge demonstrated through student performance to determine the type of interventive strategies needed. One such measure might include various reading strategies for instruction in small groups. Teachers can use oral diagnostic assessments to assess those struggling English language learners who experience serious reading problems and other difficulties such as dyslexia. If the student in question has not yet been assessed by a professional, then this should be done if the teacher does find any indications of learning disabilities such as dyslexia during initial classroom assessments.
One example of oral diagnostic assessment tool is flashcards. When first introducing flashcards in the classroom, the teacher needs to explain their purpose. Students should understand that using flashcards provides a structured and one on one opportunity to review sounds and words. Teachers can easily keep track of the students’ progress by checking off which sound blends or words students in a support group are still experiencing difficulties with.