If this method is unavailable for the teacher, I would offer an alternative. I recommend more informal assessments to gauge where the child is in comprehension of the instruction and that would allow the teacher to understand where that child is falling short. I believe that bringing in more repeating reading exposure would also provide the student with a benefited approach to reading comprehension. Tompkins (2002) states that “repeated exposure to text allows for faster comprehension in terms of word recognition and syntax”. It is important that the teacher has many open ended discussions on the text, providing meaningful experiences to accompany the book. Echevarria, Vogt, & Short (2008) mention that :”connecting meaningful experiences to literature can increase comprehension skills and provide ELL learners with the opportunity to interpret meaning to images and print”.
References
Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English Learners: The SIOP® model (3rd ed.). Boston, MA: Allyn & Bacon.