Ready4Reading Evidence Portfolio
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o Teaches students to analyze the morphological structure of words and engage in semantic mapping and feature analysis (Archer & Hughes, 2011; Graves, 2016)
o Teaches words in conceptually linked groups and taxonomies (Hadley et al., 2018)
o Encourages students to read widely and provides them with ample opportunities to read across various subjects and to discuss what they have read with others (Scott et al., 2008; Slavin, 2009; Rasinski & Zutell, 2010) Instruction that addresses students’ word -level comprehension and vocabulary (Perfetti, 1994; Fairbanks et al., 2014); students’ abilities to process, store, and integrate syntactic and semantic information on a sentence level (Fairbanks et al., 2014); and that which helps students make inferences and monitor their overall comprehension on a whole-text level (Cain et al., 2004; Fairbanks et al., 2014) all serve essential functions in developing students’ comprehension abilities as well. • Comprehension. Research demonstrates that students improve their reading comprehension skills by having many books to read, by reading often and widely across genres, and by discussing the things they read with classmates, parents, and others (Duke & Carlisle, 2011; Slavin, 2009). Repeated reading practice in which students are provided 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 and difficult content plays an essential role as it pertains to literacy development (Gambrell et al., 2007; Guthrie, 2008; Slavin, 2009). Explicit, integrated teaching of these skills, while being paired alongside these robust opportunities for active reading practice, has been shown to optimize students’ development across these areas (Block & Duffy, 2008; G ersten et al., 2006; Slavin, 2009). • Writing. Writing and reading have a close and reciprocal relationship (Ahmed et al., 2014; Graham & Perin, 2011), and multiple meta-analyses have shown how writing about texts improves students’ word reading, reading comprehension, and reading fluency skills (Graham & Hebert, 2011). Teaching students how to spell words provides a “schemata about specific connections between letters and sounds” and “teaching students how to construct more complex sentences by combining smaller, less complex ones should result in greater skill in understanding such units in reading” (Graham & Hebert, 2011, p. 712). • Fluency. As discussed, reading fluency, or the speed at which a student can decode and read at an appropriate pace, is also strongly predictive of the quality of their comprehension of a given text (Slavin, 2009). Providing robust, consistent, and ongoing opportunities for students to read — independently or in small groups —is central to developing students’ reading ski lls (Stahl, 2011; Rasinski, 1990; Samuels et al., 1992; Kim & Webb, 2022). Such activity can include reading stories and fiction (Fleisher et al., 1979; Rasinski, 1990; Samuels et al., 1992; Stahl, 2011), reading content-oriented non-fiction (Blevins, 2019; Slavin, 2009; Cunningham & Stanovich, 1998; Biber & Conrad, 2019), repeated reading of the same story or set of books (Herman, 1985; Samuels et al., 1992; Stahl et al., 1997; Stahl, 2011), or activities in the context
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