Figure 1. Ready4Reading Logic Model
LOGIC MODEL
Program Inputs
Pedagogical Strategies
Proximal Outcomes
Long-Term Impacts
Systematic, Research-Based
Systematic, explicit phonics instruction combined with highly decodable texts Integration of instruction teaching phonics concepts while addressing other essential reading skills, (e.g., knowledge- building, vocabulary development, reading comprehension, writing) Use of interactive activities and high- interest texts aimed at student engagement Use of differentiation, culturally responsive materials, and UDL principles to ensure equity and learning
Improved and more consistent school- level early literacy instruction More student- centered phonics instruction that is targeted and responsive to student needs Faster development of student fluency with reading grade-level texts Enhanced student engagement in reading and motivation to read
Improved long- term interest in
Phonics Curriculum: • Explicit, systematic teaching of phonics concepts through Wiley Blevins’s instructional approach • Short Reads Decodables • Read to Know Text Sets Instructional supports, scaffolds, student practice materials, multimedia, and tools for differentiation Formative assessment tools and student progress monitoring Robust teacher professional development, coaching, and support
engagement with reading in students Teachers strengthen instructional acumen with early literacy teaching Enhanced equity of school-level literacy instruction Improved student phonics skills and reading achievement Improved student learning of content- oriented subject matter Positive leveraging of Matthew Effects to enhance volume of reading practice in students
The report also highlights five areas where R4R is uniquely suited to generate success due to its close alignment between the science of reading and learning and the program:
1) Provide systematic, explicit instruction
Because beginning readers who are taught systematic and explicit phonics are better able to decode, spell, and comprehend text compared to students who receive implicit instruction (Blevins, 2017; Castles et al., 2018; Ehri, 2022; Foorman et al., 2016; Lindsey, 2022; NICHD, 2000), R4R intentionally follows a clearly defined, systematic scope and sequence that progresses from simple letter-sound relationships to blending and applying more complex aggregated (chunked) sound spellings to allow students to practice and apply their decoding skills.
SCHOLASTIC READY4READING FOUNDATION PAPER 1
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