Students with low decoding skills may require instructional support in which areas?

Students with low decoding skills typically struggle with various aspects of phonemic awareness, which is crucial for reading development. Instructional support in phoneme blending, phoneme segmentation, and phoneme isolation helps these students build a strong foundation for decoding words effectively.

Phoneme blending involves the ability to combine individual sounds to form words, which is essential for reading unfamiliar words. When students practice blending sounds together, they gain confidence in their ability to decode words independently.

Phoneme segmentation, on the other hand, is the skill of breaking down words into their individual sounds. This skill is equally important as it allows students to recognize the distinct sounds that make up a word, facilitating their ability to decode and spell words correctly.

Finally, phoneme isolation is the ability to identify and manipulate individual sounds in a word, such as recognizing the first, middle, or last sound. This skill is fundamental for developing an awareness of the phonetic structure of words, which directly supports decoding.

By providing instructional support in all of these areas, educators can effectively address the needs of students with low decoding skills and help them progress in their reading abilities. Therefore, the option indicating that all areas are necessary for support is the most comprehensive and beneficial approach for these students.