Ready4Reading Evidence Portfolio
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Figure 1. Ready4Reading Logic Model
In reviewing the intended outcomes and instructional objectives within Ready4Reading ’s programming and situating these facets within the broader research literature on early literacy development, the JHU CRRE research team created the logic model shown in Figure 1. This model serves as an illustration of the relationships between Ready4Reading ’s program components and these intended outcomes and can be thought of as a form of conceptual road map outlining how the program may function to enhance student learning in reading . The program’s primary inputs and activities, including its systematic research-based phonics curriculum, instructional resources, assessment regimen, and teacher professional development options, work in tandem with the unique pedagogical strategies and techniques the program incorporates. These include the program’s use of explicit phonics instruction combined with highly decodable texts, integration of instructional techniques aimed at teaching phonics concepts with those addressing other foundational literacy skills, use of high-interest texts and activities, and incorporation of UDL- based principles and instructional features aimed at differentiation. When implemented with fidelity, these program inputs and pedagogical strategies serve to facilitate proximal outcomes for students. These short-term outcomes are those that schools can, in theory, experience relatively quickly as they utilize the Ready4Reading program. These potential outcomes include:
o Improved and more consistent school-level early literacy instruction across grades K – 3
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