Ready4Reading Evidence Portfolio
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o More student-centered phonics instruction that is targeted and responsive to student needs
o Improved student mastery of essential foundational reading skills including alphabetic knowledge, phonemic awareness, phonics skills, decoding skills, high-frequency words, and fluency
o Faster development of student fluency with reading grade-level text
o Enhanced student engagement in reading
In turn, as schools use the program over a sustained period of time, the accumulated benefits derived from these proximal outcomes may then lead to longer-term impacts. Among others, these may include:
o Improved long-term interest in and engagement with reading in students
o Positive leveraging of Mathew Effects that may enhance the volume of reading practice students engage in (i.e., if students are more interested in reading and experience earlier success, they may be positioned to read longer and more often) o Teachers strengthening their instructional acumen with early literacy instruction overall (including their instructional skills related to teaching phonics, oral language, vocabulary, and reading comprehension)
o Enhanced equity of school-level literacy instruction
o Improved student phonics skills and reading achievement
o Improved student learning of content-oriented subject matter by better positioning students to successfully “read to learn” in school
As Ready4Reading continues its development and engages in summative forms of evaluation exploring its efficacy, this model can serve as a guide for examining proximal, intermediate, and long-term outcomes. In the following sections, we examine the underlying research connecting these program inputs with these intended impacts.
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