Ready4Reading Evidence Portfolio
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topically connected texts that can simultaneously address a variety of cross-curricular content (Allor et al., 2022; Conradi et al., 2022; Blevins, 2019).
Taken in combination, the research discussed throughout this section points clearly to the value of not only phonics- based instruction as it relates to establishing students’ foundational literacy skills, but also the specific ways that teachers can best optimize this pedagogy — one that Ready4Reading seeks to emphasize. In the following section, key Ready4Reading components, features, and instructional resources aimed at addressing these specific areas are discussed in greater detail.
Ready4Reading Research Alignment: Systematic, Explicit Reading Instruction
In the context of this research base, Ready4Reading aims to combine systematic, explicit phonics instruction with highly decodable texts in an effort to help students master essential foundational reading skills. The program is designed to intentionally follow 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 provide students with opportunities to practice and apply their decoding skills. Instruction begins by addressing alphabet knowledge and teaches consonant and short vowels, consonant blends, and digraphs. The program then progresses to long vowels and complex vowels. Word study is integrated throughout, beginning just as students blend CVC words, starting with simple inflectional endings and going through the scope and sequence to inflectional endings with base changes, syllabication, and morphemes.
The program employs an explicit, four-part instructional framework: teach, practice, apply, and prove. All lessons aim to:
• Establish a clear lesson purpose: Each Ready4Reading lesson outlines a specific outcome, target, or focus of the lesson. In Wiley Blevins ’ s Teaching Phonics, the focus of each lesson is written on the front cover and at the top of each lesson card. Short Reads Decodables display the “Phonics Focus,” which targets the sound -spelling for the task. In Read to Know Text Sets, the Phonics Focus and Other Targets of each decodable is written on the back cover of each book. • Segment complex tasks into smaller segments: Ready4Reading is designed to prioritize high-leverage phonemic awareness, phonics, vocabulary, comprehension, and writing skills. Skills and concepts are introduced through routines that provide step-by-step directions for exploring new ideas and applying knowledge. • Draw students' attention to essential content features through modeling and examples: Each instructional activity in Ready4Reading begins with teacher modeling with the aim of helping students understand the skill and recognize what mastery looks like. For example, teachers will model each phonemic awareness activity, model blending a target word, or engage in a modeled fluent read of a text before guiding students to repeat the activity. They draw students’ attention to essential features of word structure, including phonology, morphology, and orthography. Teachers guide students in activities such as interrupted reading
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