OVERVIEW AND LOGIC MODEL A new report from the Johns Hopkins University Center for Research and Reform in Education (JHU CRRE) documents how Ready4Reading (R4R), a supplemental phonics program, is well aligned with contemporary research on the science of reading and has a strong potential to positively impact early literacy outcomes for students in the primary grades. The document includes a Logic Model that outlines how the program may function to improve early literacy skills (see Figure 1). It outlines the program inputs (e.g., explicit, systematic teaching of phonics concepts through Wiley Blevins Teaching Phonics, Short Reads Decodables, Read to Know Text Sets, interactive activities and videos, formative assessment, professional development, technology, and headphones) needed to launch R4R successfully and documents the targeted activities and pedagogical strategies (e.g., 60 minutes a week of explicit phonics instruction combined with highly decodable texts; integration of phonics concepts with other essential literacy skills, such as knowledge building, vocabulary development, writing, and reading comprehension; use of interactive activities with high-interest text aimed at high engagement; and use of differentiation, culturally responsive materials, and Universal Design for Learning (UDL) principles to ensure equity and learning) needed to generate the outputs (e.g., data on student progress, engagement, and achievement) that lead to short-term (proximal) outcomes (e.g., students receiving more consistent school-level literacy instruction, more responsive and student-centered phonics instruction, increased reading motivation, and development of faster fluency with grade-level texts) and long-term impacts. As teachers learn practical strategies to carry out evidence-based phonics instruction and receive data on students’ individual strengths and weaknesses, educators can provide more targeted support aligned with individual student needs. Students then develop faster fluency with grade-level texts. As students read more texts that feature characters, communities, and experiences relevant to their lives and to the lives of others, they gain a sense of belonging, become more engaged, and want to read even more. Consequently, they demonstrate improved phonics skills and reading achievement on standardized assessments.
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