Building Reading Foundations in Second Grade 

Building strong reading foundations in a typical second-grade classroom often includes differentiating for a diverse group of students. Aligning instruction with the science of reading, this general education classroom displays a wide range of reading skills. You’ll see students:

• just learning to read, 
• reading on grade level,
• learning English,
• with diagnosed and undiagnosed learning disabilities such as dyslexia, 
• reading far above grade level.

It’s no different in Gary, Indiana, where veteran educator Margaret Raduske-Vazquez at Glen Park Academy is creating an environment that ensures each student’s needs are met. She pays careful attention to individual achievements and commits to fostering a positive growth mindset. In doing so, Raduske-Vazquez sets the stage for future learning success no matter what differentiation each child needs. 

Mrs. Raduske-Vazquez’s class comprises a diverse group of learners. She guides students who receive specialized support and intervention as well as those with advanced reading skills. Supported by the science of reading, Mrs. Raduske-Vaquez works hard to integrate lessons to reach each student in her general education classroom. Raduske-Vazquez notes that her 2nd graders started the 2023-2024 school year with roughly 75% of students reading at a kindergarten level. This presented a crucial opportunity to focus on foundational reading skills, such as letter-sound correspondence, phoneme segmentation, and word segmentation.

What Works – Introducing MindPlay Reading Coach

Mrs. Raduske-Vazquez understands the nuances of teaching eager learners to thrive with explicit, mastery-based instruction grounded in the science of reading. As they develop skills in phonemic awareness and phonics, students build reading foundations so they can advance to more complex reading and writing competencies. She is one of the many teachers at Glen Park Academy utilizing MindPlay Reading Coach. This program is used for all students, ensuring comprehensive reading growth across the board. The progress her students are experiencing is a testament to the hard work of the entire class.

She dedicates the first 20 minutes of class to MindPlay, a structured reading program that provides differentiated support tailored to each student’s needs to build a reading foundation. Reflecting on her approach, Mrs. Raduske-Vazquez says, “At the start of the year, we spend time building a routine. These students need intentional, dedicated time spent building phonetic connections. It takes time, but by December and January, the kids just get it.”

Supporting the Science of Reading

But MindPlay isn’t just for students who need scaffolded instruction – it’s for all students building their reading foundation. With an explicit scope and sequence, MindPlay’s Reading Coach integrates principles of the Science of Reading, aligning with the five essential pillars of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. With the program’s ability to adapt and individualize instruction for each student, students reading both above and below grade level benefit significantly. In Raduske-Vazquez’s class, for example, one advanced student has mastered their phonics reading skills already! They are now reading well above their peers, currently at a reading level three grades above their end-of-year goal.

This methodical approach allows her to address the varying skill levels among her students. As a result, she can foster significant progress throughout the year with continued support. Raduske-Vazquez acknowledges, “I’ve been an educator for 30 years. I don’t have the time to sit next to each student and provide differentiated instruction to a class of close to 30 students. The program does that. And when the students hear the coach tell them they’re a genius and they’ve done a great job, it builds confidence. That can’t be matched. It sets the tone for the day and is just the right amount of support they need even if they may be dealing with challenges in their day.”

Reading Skills Success Stories

Mrs. Raduske-Vazquez shares the success story of one timid student who struggled with foundational skills at the beginning of the year. Through intensive support in phonics and vocabulary building, the student has made remarkable strides, greatly increasing their phonics proficiency. She emphasizes, “MindPlay has been my success story. I stand by it. I have seen a lot of programs come and go, others that claim to work, but nothing works like MindPlay.”

The growth in Mrs. Raduske-Vazquez’s class is not isolated to one student:  the majority of students have made remarkable progress. And many of them entered the school year at a kindergarten reading level! Additionally, a quarter of these students began significantly behind their peers. At present, they have mastered kindergarten reading skills and are reading at a first-grade level after using MindPlay Reading Coach.

The progress in Mrs. Raduske-Vazquez’s classroom exemplifies the power of comprehensive reading growth and a supportive learning environment. Her commitment to using evidence-based programs like MindPlay and her dedication to fostering a positive growth mindset among her students are paving the way for future academic success. As her students continue to build on these foundational skills, they are not only catching up to their peers but also setting a strong reading foundation for lifelong learning.

Mrs. Raduske-Vazquez concludes, “Watching my students grow and overcome their challenges has been the most rewarding experience. It proves that with the right tools and support, every child can succeed.” Her class’s achievements underscore the transformative impact of personalized, inclusive instruction in building strong reading foundations early.