Ready4Reading Evidence Portfolio
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to Know Text Sets that were read during the week, and provides graphs and other data visualization tools that display students’ proficiency levels and progress in the program. This dashboard also tracks other program usage statistics, including the number of Word Warm-Ups Completed, the total number of Read & Records Completed, and the total number of digital cards read from Short Read Decodables and Read to Know Text Sets. Ready4Reading Explore: On the landing page of the Scholastic Teacher Dashboard, teachers are provided additional “ Snapshots ” showing student activity in Ready4Reading digital materials. • Student Performance — Oral Reading Accuracy & Fluency: This data tool tracks students’ performance on recent Word Warm -Up and Read & Record activities and aims to track the percentage of decodable words a student reads correctly during these activities for purposes of progress monitoring. • Student Performance — Phonics Activities: This data tool summarizes student performance with reading exemplars of specific phonics targets in texts from Read to Know Text Sets and cards from Short Reads Decodables. • Student Growth: The Letters2Meaning (L2M) assessment tests a student’s letter identification, letter-sound identification, word reading, spelling, and comprehension skills.
Equity-Focused Instruction
Lastly, Ready4Reading is designed to provide equity-focused, differentiated support and culturally relevant materials to ensure students have multiple ways of achieving reading mastery. Particularly as it relates to matters of instructional equity, perhaps one of the most consistent findings from education research is that instructional strategies aimed at improving equity and inclusivity are beneficial for all learners — not only students from marginalized groups (Marino, 2009; Mastropieri & Scruggs, 2007; Basham, Marino, Hunt, & Han, 2020; Reilly, 2022). Indeed, b ecause students in today’s classroom have vastly different academic, cultural, and linguistic profiles and backgrounds (NCES, 2023), research clearly points to the importance of instruction that tailors lesson content, processes, and learning activities to equitably meet each student’s unique needs (Rappolt-Schlichtmann et al., 2012; Rose et al., 2005; Tomlinson et al., 2003; Hollie, 2018; Hammond, 2014; Puzzio, 2020; Stembridge, 2015; Vagle, 2016). Research on student-centered pedagogical approaches that address these areas, such as differentiated instruction (Tomlinson et al., 2003) and Universal Design for Learning (Rappolt- Schlichtmann, Daley, & Rose, 2012; Rose, Meyer, & Hitchcock, 2005) is both plentiful and supportive (Tomlinson et al., 2003; Rappolt-Schlichtmann, Daley, & Rose, 2012; Rose, Meyer, & Hitchcock, 2005). Research examining differentiated forms of instructional scaffolds and supports is also quite supportive. Providing scaffolds to students, including graphic organizers, process charts, glossaries, visual aids, and sensory supports (e.g., manipulatives) has been shown to improve learning outcomes for students across a variety of subject areas and age ranges (Archer
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