• Reading Practice With Decodable Texts: Since controlled or decodable texts allow beginning readers to rely more on decoding (Adams, 1994); apply phonics skills; and improve their alphabetic knowledge, word identification, phonemic awareness, spelling proficiency, comprehension, and reading fluency (Cheatham & Allor, 2012), R4R uses decodable texts to practice readings. • Vocabulary: R4R applies evidence-based vocabulary instructional strategies, such as prioritizing academic words with high utility across subject domains (Beck et al., 2013), teaching words in context (Beck et al., 2002), educating students to use morphology (roots, prefixes, suffixes), engaging students in activities where they focus on the critical attributes of new words (Archer & Hughes, 2011) and providing multiple exposure to words (McKeown, 1985). • Comprehension: R4R deliberately engages students in repeated reading practice and provides opportunities and scaffolds that allow them to make predictions, summarize themes and main ideas, make inferences, generate questions, and use context clues to decipher unknown words to help with literacy development (Slavin, 2009). • Text-Based Discussion and Writing: Because writing about texts improves students’ word reading, reading comprehension, and reading fluency skills (Graham & Hebert, 2011), R4R integrates writing opportunities throughout each phonics and decodable text lesson. Students encode each letter-sound relationship while practicing letter formation. Dictation offers students an engaging way to build critical writing and spelling skills with teacher guidance and corrective feedback. Students are also asked to write their retelling of a text after they finish reading a decodable passage. 2) Integrate phonics instruction with essential literacy skills, such as vocabulary, comprehension, and writing R4R program components and instructional strategies are aimed explicitly at fostering student interest in and engagement with reading, which are critical for early literacy success (Brandt et al., 2021), including interactive activities and the incorporation of decodable texts and text sets aimed explicitly at student interests (Guthrie et al., 2012; Ryan & Deci, 2017).
3) Focus on engagement with reading
The incorporation of resources aimed at providing differentiated instruction, including the program’s multimedia components, interactive features, and student-centered practice materials, are evidence-based strategies proven to enhance student engagement (Tomlinson et al., 2003; Rappolt-Schlichtmann et al., 2012).
SCHOLASTIC READY4READING FOUNDATION PAPER 3
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