4) Capitalize on formative assessment to facilitate responsive, data-driven instruction
R4R incorporates continuous assessments that provide educators with targeted data and actionable insights to optimize literacy instruction. Formative assessment—the ongoing assessment process to inform instruction—can positively impact student reading achievement (Kingston & Nash, 2011; Xuan et al., 2022).
5) Offer equity-focused instruction
The R4R program approaches equity in three ways: 1) by promoting inclusion and culturally responsive pedagogy (Hollie, 2018; Hammond, 2014); 2) by incorporating components of the Universal Design for Learning framework (Rappolt-Schlichtmann et al., 2012; Rose et al., 2005); and 3) by providing opportunities for formative assessment and feedback to promote a highly personalized learning experience for students. In the context of this research base, there is significant evidence that R4R is well-positioned to positively influence early literacy instruction in the primary grades and to potentially enhance reading outcomes for students. The breadth of foundational research supporting the program’s overarching approach and methods aligns closely with research-based best practices in literacy science and meets the qualifications for the ESSA Tier 4 evidence category for schools seeking a comprehensive phonics solution.
For more details, please see the full report at this link.
SCHOLASTIC READY4READING FOUNDATION PAPER 4
Made with FlippingBook - Online catalogs