Leading Teaching Research A2i Aligns to
The Science of Reading After observing more than 2,000 hours of literacy instruction and analyzing children’s fall and spring reading and vocabulary assessments, A2i researchers found that meaning-focused instruction (vocabulary, comprehension, and writing) and code-focused instruction (word reading) are two of the biggest predictors of students’ reading achievement. This finding is consistent with the Science of Reading—a large body of research that shows that proficient reading is dependent on solid language comprehension skills (background knowledge, vocabulary, language structure, print-concept knowledge, verbal reasoning, and literacy knowledge) and word recognition skills (phonological awareness, phonics knowledge, decoding skills, and sight word recognition) (Gough and Tunmer 1986, Hoover and Tunmer 2018, Scarborough 2001).
Meaning-focused instruction (vocabulary, comprehension, and
writing) and code- focused instruction
(word reading) are two of the biggest predictors of students’ reading achievement.
Implementation Research/ Instructional Grouping
A2i researchers used implementation and instructional grouping research to guide their work. Studies show that instructional time plays a significant and positive role in students’ literacy outcomes (Caroll 1989, Durkin 1978). Data also indicates that when children work one on one or in small groups with the teacher guiding them, they tend to acquire more skills. However, research also shows that children benefit from independent practice as they move beyond initial skill acquisition (Stanovich 1986, Palinscar et al. 1987). A2i accounts for each of these instructional models.
2 | A2i Summary of Research
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