The Power of Evidence-Based

LITERACY INSTRUCTION
The Power of Evidence-Based
Literacy Instruction

Imagine you are a fourth-grade science teacher. Many of your students

this year are not succeeding despite your best efforts. You soon discover
that over half of your class struggles with reading. Your students’ ability
Lisa Holliday LeBoeuf, Ed.D
(or inability) to read directly affects their success with the science textbook
Literacy Faculty Lead
and curriculum. As we know, reading is not just important for a grade in
OXFORD TEACHERS COLLEGE,
English class. Reading is an essential skill and is a crucial component of REACH UNIVERSITY
developing literacy. Literacy impacts other academic subjects and areas
Dr. LeBoeuf is professor and course
of life. Educators can support success in literacy by understanding how
developer at Oxford Teachers
students learn to read and keeping best practices for instruction at the
College, specializing in literacy
forefront of teaching.
and communications courses.
She previously served as the
This paper focuses on the critical topic of literacy. It begins by identifying
Supervisor of Literacy Professional
why students have difficulty learning to read, and discusses typical reading Development for the LDOE.
development and the importance of reading instruction. Educators will Overall, Dr. LeBoeuf has more than
learn the five components that support high-quality reading instruction. 15 years of educational experience.
Research-based best practices for all students will be reviewed, along with She earned a Doctor of Education
in Curriculum and Instruction
differentiating instruction to meet student needs. The paper concludes by
from the University of Louisiana
addressing administrators’ vital role in implementing high-quality literacy
at Monroe.
instruction and best practices.

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The Power of Evidence-Based Literacy Instruction

Table of Contents

3 Importance of Literacy Instruction

4 Reading Development

6 Orthographic Mapping

7 Five Components of Reading Instruction

10 What Do Evidence-Based Practices in Literacy Instruction Look Like?

12 Research-Based Reading Practices

15 Instructional Methodologies

17 Instructional Settings

19 Differentiating Reading Instruction

23 Administrators’ Role in Building a Support System

24 Remembering the Relevance

25 References

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The Power of Evidence-Based Literacy Instruction

Importance of Literacy Instruction

Reading is not just an elementary skill, and reading instruction is not limited to
students in kindergarten through second grade. Reading impacts all school subjects,
grade levels, and content areas. Without fluent reading and comprehension skills,
students struggle to solve problems, analyze and apply vocabulary knowledge,
and use contextual clues to determine meanings and concepts.

The 2022 National Assessment of Educational Progress (NAEP) assessment in reading

showed that 33% of fourth-grade students scored at or above NAEP Proficient in
reading. This percentage means that 67% of fourth-grade students scored below
NAEP Proficient in reading. Similar results appeared with eighth-grade students,
with only 31% of eighth-grade students scoring at or above NAEP Proficient in
reading. This indicates that 69% of eighth-grade students scored below NAEP
Proficient in reading (The Nation’s Report Card, n.d.). We can conclude that the majority
of students are not achieving a NAEP Proficient score in reading.

2022 National Assessment of Educational Progress (NAEP)

33%% OF FOURTH-GRADE
STUDENTS
33 OF FOURTH-GRADE
scored at orSTUDENTS
above NAEP Proficient in reading.
scored at or above NAEP Proficient in reading.

67%% OF FOURTH-GRADE
STUDENTS
67 OF FOURTH-GRADE
scored below NAEP Proficient in reading.
STUDENTS
scored below NAEP Proficient in reading.

31%% OF EIGHTH-GRADE
STUDENTS
31 OF EIGHTH-GRADE
scored at orSTUDENTS
above NAEP Proficient in reading.
scored at or above NAEP Proficient in reading.

69%% OF EIGHTH-GRADE
STUDENTS
69 OF EIGHTH-GRADE
scored below NAEP Proficient in reading.
STUDENTS
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The Power of Evidence-Based Literacy Instruction

Students who struggle with reading also frequently experience academic,

social, and emotional issues. This struggle with reading impacts society in
various ways (The Children’s Reading Foundation, 2022). Focusing on literacy is
imperative for the future of each student and society.

The effects of a worldwide pandemic have impacted reading instruction,

reading acquisition, and learning in general. Students are experiencing what
experts call “interrupted learning” or “learning loss.” These terms have been
mentioned more often since the start of the COVID-19 pandemic (Kuhfeld
et al., 2022). Reading instruction and activities grounded in literacy best
practices can support struggling readers at all grade levels and address
the impact of interrupted learning.

With teaching and learning content

In fact, it's no secret that systematic, explicit literacy instruction is
for reading and other core subjects,
essential for all students. While there is much research and discussion on
Unique Learning System provides
the different methodologies through which reading is taught, it is clear that
comprehensive and current
the most effective approach involves evidence-based practices. We will
academic and life skills instruction
explore some of these widely used best practices, but first, we will start with
for pre-K through transition.
understanding reading development.
Teachers can deliver standards-
aligned, research-based reading
instruction at the right level of

Reading Development support to reach unique learners

at all levels and help them achieve

How children learn to read is complex, and it is important for teachers to their greatest possible gains.

understand the process of reading development. The most important thing

to remember is that the process of fluent reading is like a math equation.
Two values are required to be fluent in reading comprehension—accurate
decoding skills and strong language comprehension skills. To achieve reading
comprehension, a student must have both values (decoding and language
comprehension). If one value is missing, the equation equals zero, meaning
the student cannot be a successful reader and lacks the skills to understand
what they are reading.

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The Power of Evidence-Based Literacy Instruction

× =
LANGUAGE
DECODING READING
COMPREHENSION
Word Recognition COMPREHENSION
Spoken Language

Visual adaptation of the Simple View of Reading by Gough and Tunmer (1986).

Visual adaptation of the Simple View of Reading by Gough and Tunmer (1986)
Applying this equation to characteristics of reading development helps identify
students’ reading abilities. With that knowledge, teachers can provide instructional
literacy practices that support individual student needs and help improve reading skills.
C OM P RE HE NS ION

DYSLEXIA TYPICAL READER

Weak decoding, Strong decoding,

strong oral language strong oral language
comprehension comprehension

DECODING (WORD RECOGNITION)

O R A L LA NG UAG E

GENERAL READING
HYPERLEXIA
DISABILITY
Strong decoding,
Weak decoding,
weak oral language
weak oral language
comprehension
comprehension

Visual adaptation of the Simple View of Reading by Gough and Tunmer (1986)

As shown in the graphic, students with strong word recognition and language
comprehension skills are considered typical readers. Students who can decode
but struggle to comprehend may be at risk for hyperlexia or poor oral language
comprehension skills. Learners who struggle in both areas may have a general reading
disability, while students who comprehend oral language but struggle to decode fluently
are at risk for dyslexia (Farrell et al., 2019). Accurate identification of student reading abilities
can drive decisions for literacy instruction.
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The Power of Evidence-Based Literacy Instruction

Orthographic Mapping
Typical readers with strong word recognition and language comprehension skills
naturally develop the ability to decode, read, and comprehend words to read and
understand sentences. This process is called orthographic mapping.

Orthographic mapping is not something a teacher can physically observe. It is the

process of what occurs in the brain as a child learns to read and store information.
Words are made up of phonemes (sounds), graphemes (letters), and meaning
(vocabulary). The process of orthographic mapping connects those three pieces,
stores them in the brain, and builds a bank of vocabulary sight words that students
can access to build fluency and comprehension (Sedita, 2020). This process is seamless
and automatic for typical readers.

Learners who struggle to read fluently experience a breakdown during the

orthographic mapping process. They cannot perform reading tasks with automaticity.
Struggling readers need additional support to fill the gaps in their orthographic
mapping processes.

The following sections detail these processes and provide information for teachers
and leaders that will support their knowledge-building and training to ensure that
literacy instruction is effective and lasting.

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The Power of Evidence-Based Literacy Instruction

Five Components
of Reading Instruction
How can teachers make sure their students are receiving high-quality literacy
instruction? There are so many moving parts in learning to read and reading to learn
that it can be overwhelming to think of everything that must be taught. However, there
are five key components of literacy that support reading. And it is important that these
components be taught in a systematic, explicit way.

Systematic means there is a logical sequence in which skills are taught, and the skills
build on each other to create a foundation that supports future reading instruction
(Cowen, 2016). Explicit teaching is direct, clear, and focused on a specific progression of
skills. It can involve multiple practices and methods to ensure students acquire skills.

Systematic and explicit instruction are needed to ensure students orthographically

map sounds and words accurately and efficiently. When reading instruction is
systematic and explicit, it provides profoundly effective and meaningful instruction
for student learning centered around the five literacy components: phonological
awareness, phonics, fluency, vocabulary, and comprehension. Here is a brief look
at each of the five components of literacy and how they support reading.

1. Phonological Awareness
Phonological awareness is the ability to recognize individual sounds and sound
patterns in spoken language, which is a natural skill set for some children, but others
may require additional support.

Phonological awareness is an umbrella term encompassing skills that develop on a

continuum, such as rhyming, identifying syllables, onset-rime, and phoneme-level
manipulation, including blending, segmenting, adding, deleting, substituting, and
reversing sounds in words (University of Oregon Center on Teaching and Learning, n.d.). These
skills begin developing before grade school, so exposing children to language-rich
environments in preschool and early childhood environments can set them up to be
successful in grade school.

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The Power of Evidence-Based Literacy Instruction

2. Phonics
Phonics adds in the letter, or grapheme, representation for sounds. Some sounds are
spelled with more than one letter, such as ch or igh, and those spellings and sound
associations can be taught systematically. Most curricula have a scope and sequence
for teaching sounds and spelling patterns or phoneme-grapheme mapping.

To ensure students receive the most impactful literacy instruction, teachers can learn
more about the instructional continuums of phonological awareness skills and phonics
lessons. This awareness will ensure their instruction aligns with evidence-based research.

3. Fluency
Fluency refers to reading and comprehending text with ease and
accuracy. Another feature of fluent reading is automaticity. Reading
with automaticity means that strong readers automatically, without
realizing it, recognize and process the letters in words and words in
a text that put concepts and ideas together in ways that make sense,
so they focus on comprehension (University of Oregon Center on Teaching
and Learning, n.d.). Students’ orthographic mapping skills are strong,
which means they can store and retrieve words and meanings rapidly
enough to understand concepts as they read.

4. Vocabulary
Vocabulary instruction can be truly impactful when it is direct and explicit. Students who
benefit from instruction that grows their vocabulary can learn new concepts and skills
and build background knowledge more efficiently (Catts et al., 2014). Learning and applying
vocabulary skills help students gain meaning from what they are reading and use that
knowledge across content areas (Sedita, 2005).

Teachers can provide vocabulary instruction on words that students may find challenging
before reading a text and on words that are content-specific during the reading of a text.
This type of instruction can support the process in students’ brains that analyzes, stores,
and retrieves words when needed.
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The Power of Evidence-Based Literacy Instruction

5. Comprehension
Comprehension is a broad term that means understanding, and
comprehension is integral to each preceding reading skill. Being able
to decode words, read with fluency, and remember vocabulary words
are all important skills. Strong comprehension skills ensure that readers
can internalize and apply learned skills to new concepts and words.
When students comprehend what they read, they build their knowledge
about the text’s content and can share that knowledge with others
(Catts et al., 2014).

An important distinction to remember about comprehension is that

skills differ from strategies. There are various comprehension strategies
that support the development of comprehension skills. Some common
strategies that can support all learners are identifying the main idea and
details, summarizing, making inferences, questioning, and retelling
From preschool to transition,
(IRIS Center, 2022). Pairing comprehension strategies with graphic organizers
Unique Learning System is a
can be a useful practice to develop and strengthen comprehension skills.
complete reading program that
includes the five components of
When educators invest in building their own knowledge of the
reading instruction. Scaffolded
components of reading, they can provide additional value to their
lessons differentiated for three
reading instruction. Beginning with the identification of reading deficits,
levels of ability allow students to
educators can use their expertise to design instructional strategies,
learn at their level with repeated
provide accommodations, and further differentiate the curriculum if
exposure to high-frequency words,
needed. These efforts can have a positive impact on student outcomes.
vocabulary and key concepts,
Reading instruction that is centered on evidence-based instructional
phonics/early reading instruction,
literacy practices ensures all students have opportunities to become
nonfiction/informational text,
successful, lifelong readers.
and thematic units that cover
a full range of reading and
ELA standards.

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The Power of Evidence-Based Literacy Instruction

What Do Evidence-Based Practices

in Literacy Instruction Look Like?
Evidence-based practices are shown to result in positive student outcomes as
demonstrated in multiple studies. Simply put, there is evidence to support
that these practices work. However, some types of literacy instruction are
frequently overlooked. They include activities that build phonological and
phonemic awareness, explicit instruction of phonics and high-frequency
words, intentional teaching of vocabulary, and direct instruction of the
writing process.

Phonological Awareness Instruction

Phonological and phonemic awareness skills develop students’ abilities to
distinguish sounds in words, leading to stronger decoding and encoding skills.
Struggling readers often have deficits in these areas and may benefit from additional
instruction, so when teachers offer ample systematic phonological awareness
instruction, they provide the foundation for successful reading development.

Phonics Instruction
Explicit phonics instruction connects the knowledge of the sounds that make words
to the letters and spelling patterns that correlate with the sounds. The English
language has 44 phonemes or sounds, but multiple spelling patterns, or graphemes,
can represent each sound. As a result, explicit, systematic instruction is imperative so
students can orthographically map phoneme-grapheme correspondences and apply
learned skills to bigger words and varied texts.

High-frequency words are an important piece of the phonics puzzle, too.

There has been some debate on the instruction of high-frequency words, often
referred to as sight words. The main takeaway is that any word can be a sight
word, and high-frequency words are words that are seen often throughout texts.

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The Power of Evidence-Based Literacy Instruction

Many words on high-frequency word lists, such as see, in, how, and that, are decodable
and can be taught that way. Words that follow irregular spelling patterns, such as was,
there, you, and of, can be taught as sight words or high-frequency words. Sight words have
irregular spellings that need to be memorized and applied, such as the “o” in of making the
short “u” sound. Once a word has been stored in a student’s memory and can be recognized
by sight, it becomes a sight word. Even words like phenomenon and efficiency become sight
words once someone recognizes and reads them automatically.

Vocabulary Instruction
Learning to decode words, especially when the skills advance into morphology in
which word parts, origins, roots, and bases are taught, supports vocabulary acquisition.
Knowing how word elements make up words helps students determine the meanings of
words. So providing intentional, direct instruction in vocabulary is essential to building
a student’s word bank.

Practices such as memorizing vocabulary words and definitions are not as helpful as
making connections and deeply understanding the meanings of word parts. Vocabulary
knowledge accounts for a large piece of the difference between good readers and
developing readers because readers with strong word knowledge can make sense
of what they read (Sedita, 2005).

Direct, intentional vocabulary instruction involves using context to provide

definitions, actively engaging students in deciphering word parts and meanings,
and providing multiple exposures to content about the word. The more students
read, the more words they learn, so empowering them with the skills to decode
words and meanings gives them the ability and confidence to read and learn.

Writing Instruction
When we spend time teaching students about writing, it can also lead them to further
success in reading fluency and comprehension. Writing is the application of all learned
skills. Students need direct instruction in writing to ensure they understand the processes
required to organize, develop, and compose thoughts and ideas.

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The Power of Evidence-Based Literacy Instruction

Actively monitoring and providing feedback to students on their writing will promote
success. Feedback may be given individually or in small groups through writing
conferences or by dropping in at students’ work areas to provide on-site feedback
and support. Teachers can scaffold writing instruction based on students’ needs so that
students on different levels of skill acquisition can receive differentiated instruction
and assignments tailored to their instructional levels, setting them up to be successful.

An empowered literacy community can be created when the elements of effective

literacy instruction build and strengthen reading and writing skills!

Research-Based Reading Practices

In addition to different types of instruction, many research-based reading
best practices benefit all students. These activities and practices can
be incorporated into whole-class instruction, small groups, or independent
learning times. As with instructional methodologies, these tools The key to the successful
and practices are most effective with teacher modeling, monitoring,
implementation of any
and feedback.
instructional practice is to
The key to the successful implementation of any instructional provide direct instruction,
practice is to provide direct instruction, time to practice, and time to practice, and
opportunities for feedback and reflection. These components are
opportunities for
supported by research and demonstrate how practices and strategies
feedback and reflection.
used in other approaches can be shifted to impact student learning.

Graphic Organizers
Graphic organizers provide an excellent way for students to brainstorm ideas, organize
thoughts, and explore topics. There are different kinds of graphic organizers that can be
used in various ways. Graphic organizers can be used as part of the
writing process to organize ideas about a selected topic or as a stand-alone activity
to synthesize information.

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The Power of Evidence-Based Literacy Instruction

Graphic organizers are simple tools that can be helpful for students who struggle
with writing, such as those with dysgraphia or impaired handwriting abilities, and
executive functioning problems (Osen-Foss, 2016). The organizers can help break tasks
or assignments into smaller, more manageable chunks that students can process
more easily. Providing students with a graphic organizer can give them the tools
and confidence they need to complete learning tasks effectively.

It is helpful to students when educators explicitly teach how to use graphic organizers
by modeling the process and making expectations clear for students. As with all
other techniques, monitoring and providing feedback are key elements to successful
instruction implementation.

Read-Alouds with Dialogic Questioning

Read-alouds are a powerful tool for any age and grade level. Listening comprehension
skills are essential for language development (Gough & Tunmer, 1986). Read-alouds
can expose students to new vocabulary, diverse topics, and compelling concepts.
Including dialogic questioning as part of the read-aloud process will enhance students’
comprehension and retention of the text.

Dialogic questioning involves asking open-ended questions about the text or concepts
within the text to promote deep thinking and conversation among peers. These
questions can be challenging and even philosophical, but there are no right or wrong
answers (National Park Service Interpretive Development Program, 2018). They are meant to get
students thinking deeply and increase engagement in the text. Dialogic questioning
can be adapted to any grade level or text. Plus, it can help students who struggle with
comprehension process minor pieces of information and text more efficiently.

Shared and Guided Reading

Shared reading experiences can enhance comprehension by allowing students to
hear peers read using expression and prosody. For example, learners can support
each other by discussing vocabulary, reflecting on topics, and asking and answering
questions.

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The Power of Evidence-Based Literacy Instruction

Guided reading can be beneficial when used effectively. It can be a way to

differentiate instruction by allowing students to practice reading skills with guidance
from a teacher or skilled peer (Burkins & Croft, 2010). This strategy groups students based
on their instructional reading levels. When coupled with feedback and focused on
speaking and listening standards, guided reading can support struggling readers and
serve as a bridge to reading success.

Self-Selected Reading
Allowing students opportunities to practice reading skills using books they
When students are
select themselves can promote the joy of reading that all teachers hope to
instill in their students. When students are interested in what they are
interested in what they
reading, they are more likely to remain engaged, finish the book, and are reading, they are
select more books to read based on their interests. Student engagement, more likely to remain
interest, and confidence are reliable predictors of academic achievement engaged, finish the
and persistence (Shanahan, 2018).
book, and select more
Teachers can ensure students avoid frustration by providing access
books to read based on
to books with diverse topics, multicultural characters, and their interests.
various reading levels. Students should be encouraged to read
at or slightly above their instructional reading level
(International Dyslexia Association, 2018).

Encouraging students to read purely for enjoyment

is beneficial. Teachers can also track progress and
monitor comprehension by facilitating a collaborative
learning environment and asking students to share
what they learned through presentations or other
creative expressions. Students can use a reading log to
track what they have read and complete comprehension
activities such as summaries, main ideas, and details
activities. Graphic organizers can be used to put topics and
story elements in order. Teachers can embrace diversity in their
classrooms by using routines and strategies that support the culture
of their classrooms and students.

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The Power of Evidence-Based Literacy Instruction

Representation Matters
Inclusive instruction means planning and providing instructional materials that
include a variety of races, cultures, genders, situations, and family structures.
Seeing themselves and the experiences of others represented equally throughout
their learning helps students feel accepted and seen and builds a sense of community.

Instructional Methodologies
The methodologies by which reading should be taught are equally as important as
the components of literacy themselves. Different instructional methodologies impact
learning in different ways. Students benefit from being exposed to various types of
instruction that follow systematic, explicit routines and strategies.

Introduction to Direct Instruction

Direct instruction is needed when teaching a new concept or skill. Phonological
Some forms of direct
awareness and phonics skills are best taught with direct instruction because
instruction that yield
they follow a continuum of developmental skills. Direct vocabulary
instruction gives students the foundation to apply and extend their positive results and
understanding of words and meanings. And direct instruction in fluency strong engagement
and comprehension can provide examples of proper intonation, for students include
expression, and responses to punctuation to help students become fluent modeling, teacher-led
and expressive readers. Some forms of direct instruction that yield positive
discussions, and using
results and strong engagement for students include modeling, teacher-led
graphic organizers.
discussions, and using graphic organizers.

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The Power of Evidence-Based Literacy Instruction

TEACHER MODELING

Teacher modeling is a tool that provides explicit representation to help students

improve their skills. For example, modeling phonological awareness skills might
involve demonstrating how to move the mouth when making a letter sound.
Modeling phonics could include showing students how to write a letter by
skywriting or using a whiteboard. Vocabulary modeling could be acting
out a word or showing students how to use a word in a sentence.

An essential step in the modeling process is to allow students

to echo the model. Modeling, along with other direct
instruction techniques, follows an "I do, we do, you
do" progression, also known as gradual release of
responsibility. The teacher models first, then the
teacher and students do it together, then the students
do it while the teacher monitors and provides
feedback.

TEACHER-LED INSTRUCTION

Teacher-led instruction and discussion can improve

conversation skills and dialogue among peers. Teachers can
lead a conversation about the topic or skills being taught and
ask questions throughout the discussion to prompt students to
think critically.

Providing students time to think and share with a partner or small group can enhance
skill acquisition and the sense of community in a classroom. It is helpful for teachers
to monitor conversations and ensure students stay on topic. Teachers can accomplish
this by dropping in and listening to partner discussions and having students share
what they discussed together with the whole class. Providing feedback and using
student responses to extend questions or ideas helps students feel confident in their
discussion skills and promotes participation.

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The Power of Evidence-Based Literacy Instruction

Instructional Settings
Direct instruction is effective in whole-group, small-group, and one-on-one settings.
Providing instruction in various settings is important and appropriate at certain times
and for different reasons. The figure depicts the purposes and appropriate structures
for whole-group, small-group, and one-on-one instruction.

WHOLE
GROUP

OBJECTIVE
Teach a new
concept or skill

DURATION
15–20 minutes
or as scheduled

SMALL
GROUP

OBJECTIVE
Review or reteach
ONE-ON-ONE a concept or skill

DURATION
OBJECTIVE 5–15 minutes
Target one unique or as scheduled
concept or skill at a time

DURATION
Minutes, pace, and
frequency based on need
or as scheduled

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The Power of Evidence-Based Literacy Instruction

Interactive Instruction
The most engaging instruction is interactive by being inclusive of all students and
learning styles. Incorporating various modes of learning into daily literacy instruction
can help teachers ensure access and equitable practices are provided for all students.

Technology can support teachers and promote student success when used
effectively and with fidelity. There are many programs, apps, websites, and other
digital resources available to meet the needs of all students. Less tech-y options
for increasing interaction during lessons can be just as fun and give students and
teachers a break from screen time. Dry erase boards and markers, colorful index
cards, manipulatives, hand motions, or other forms of movement can increase
engagement and help students make multisensory connections to learning.

Interactive techniques are appropriate for all grade levels and all types of learners.
Incorporating multisensory practices in reading lessons can increase students’
skill retention and strengthen their working memory (Shams & Seitz, 2008). While
multisensory activities can benefit all learners, using multisensory programs and
practices is highly encouraged for students who struggle to read or may have dyslexia
(International

Dyslexia Association, n.d.). Using various senses to learn activates areas of the
brain that impact reading acquisition. Interactive lessons make learning
more fun, and the activity improves students’ physical, mental, and
emotional connections.

Independent Practice
Whole-class instruction, small-group opportunities, and
interactive learning are all effective strategies to support
reading lessons. Students also need time to practice and apply
learned skills independently. By allowing time for independent
practice, teachers can observe and assess whether individual students
have gained the necessary skills or whether they need additional support
or reteaching. Independent study gives students the opportunity to work
through their thought processes and learn in ways that work for them.

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The Power of Evidence-Based Literacy Instruction

Productive struggle can help students figure out what parts of a lesson or
skill they may need clarification on. Plus, productive struggle also allows
learners the space to formulate and ask questions they may not have felt
comfortable asking in a whole-group setting. Independent learning is a
preferred method for some students, so it is important to ensure there
is ample time for all types of learners to access their strengths.

Feedback
Through all types of instruction and learning, it is useful to embed
opportunities for teachers and students to respond and provide feedback.
Asking and answering questions, monitoring student work, and providing
constructive, timely feedback are all critical parts of a lesson. These
lesson elements provide a sense of closure by ensuring individual student
needs are met. Constructive responses also improve communication
among peers and between teachers and students. Another benefit
With Inspire, teachers meet the needs
of constructive responses is that they can help establish a sense of
of all learners through a research-
community in a classroom.
and evidence-based instructional
design that incorporates
differentiated materials aligned

Differentiating to general education standards.

Step‑by‑step instructional guidance

Reading Instruction ensures teachers and staff have

evidence‑based strategies to reach
Differentiation is a way to customize learning experiences for students students at each level. Plus, students
based on their individual needs. Because it is an individual approach, will make greater progress toward
it supports equitable teaching and learning practices. Differentiation can their goals as they complete the
be provided to all learners, such as advanced readers, struggling readers, differentiated activities that include
students with dyslexia, and students who have had adverse childhood scaffolding for a variety of abilities.
experiences (ACEs).

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The Power of Evidence-Based Literacy Instruction

Advanced Readers
Students with advanced reading skills are often overlooked in a classroom setting
because they already perform strongly. Advanced readers also benefit from
differentiated instruction to support their continued learning and growth as readers
and critical thinkers. There are ways to differentiate learning for students who have
well-developed literacy skills. Some ideas are listed below.

EXAMPLES
• Provide challenging activities and adjust • Change groups based on student needs and the
as needed results of progress monitoring

• Give opportunities for students to serve • Provide activity options to promote interests
as peer mentors and foster independence

• Allow students with similar abilities time

to work together

Struggling Readers
Readers who struggle with literacy skills do so for different reasons. Some students may
not have much experience or access to books and reading experiences, so their ability to
learn to read and comprehend could be affected. Students may also have difficulties with
their speech and language development, including English language learners, or they
may have visual or hearing impairments that affect their ability to learn to read.

Many students who struggle to read have poorly developed decoding or phonological
awareness skills, which can present additional challenges when those needs are not
addressed early on. There are many ways to provide additional support to struggling
readers, including the ones listed below.

EXAMPLES
• Give additional instruction and support • Monitor progress consistently
on targeted skills
• Adjust instruction as needed
• Use approaches that are systematic
• Keep groups flexible to allow students to enter
and explicit
and exit a group based on their needs

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The Power of Evidence-Based Literacy Instruction

Students with Dyslexia

Students with dyslexia require additional instruction and practice, just like learners
who struggle to read. There are numerous ways to support students with dyslexia
in the classroom. Several examples are listed below.

EXAMPLES
• Gather data to serve as a baseline • Pair students with a peer mentor
of student ability
• Provide additional time for task/
• Provide targeted instruction and activities assignment completion

• Incorporate multisensory activities

Readers with Adverse Childhood Experiences

The beauty of literacy instruction is that many instructional strategies lend
themselves to supporting students academically and emotionally. Students who have
endured adverse childhood experiences (ACEs) can significantly benefit from various
literacy strategies, including those listed below.

EXAMPLES
• Encourage self-expression through • Use graphic organizers for expressive learning
writing/creative activities
• Help students choose topics that lead to
• Incorporate songs and poems creative writing
as writing techniques
• Invite community members to interact with
• Model appropriate language and styles students to build a support network

For all students, including those who have experienced ACEs, equity is a significant
factor in differentiated literacy practices. Being equitable promotes diversity and
gives each student the necessary access and materials. Equity can look different for
each student based on their needs and can be adjusted as needs change.

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The Power of Evidence-Based Literacy Instruction

Specially Designed Instruction

for Students with IEPs
As mentioned earlier, literacy skills are imperative in both school and
life. Specially designed instruction (SDI) is a crucial part of Individualized
Education Programs (IEPs) and helps students to achieve their goals
related to reading and writing.

The Individuals with Disabilities Education Act (IDEA) defines specially

designed instruction as the following:

Specially designed instruction means adapting, as appropriate

to the needs of an eligible child under this part, the content,
methodology, or delivery of instruction:

(i) To address the unique needs of the child that result from
the child’s disability; and

(ii) To ensure access of the child to the general curriculum, so Grounded in multiple research-
that the child can meet the educational standards within the and evidence-based instructional
jurisdiction of the public agency that apply to all children methodologies, Unique Learning
(U.S. Department of Education, 2017). System is the perfect companion to
specially designed instruction (SDI).
Its grab-and-go lesson plans aligned
to state standards, differentiated
lessons and activities, and robust data
and reporting streamline planning and
implementation. Because teachers
are freed to focus on individual needs
and have resources that are proven
to support SDI, students get exactly
what they need to make academic
progress and achieve IEP goals.

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The Power of Evidence-Based Literacy Instruction

SDI is designed and delivered by a special education teacher or a related service provider
to meet the unique needs of each student. It goes beyond the use of differentiated
instruction and providing accommodations to students. SDI is individualized and helps to
ensure progress is being made on the student’s IEP goals and objectives. Making progress
toward reading and writing goals will have a significant impact across all subjects. Some
examples of literacy-centered SDI are listed below.

EXAMPLES
• Scaffolding instruction in reading • Providing small-group instruction
in decoding skills
• Instruction in the use of mnemonic strategies
• Delivering explicit instruction on how
• Modeling the use of context clues
to use graphic organizers
• Explicit instruction in the use • Instruction and modeling when using
of prewriting strategies
a KWL chart

Administrators’ Role in
Building a Support System
Administrators play a crucial role in the effective implementation of
literacy best practices. School administrators serve as the responsible
gatekeepers of their campuses to ensure their teachers and support There are many ways
personnel are supported and well-trained in high‑quality literacy
administrators can support
instruction grounded in research- and evidence-based practices.
They also communicate with district-level administrators to
both students and teachers
develop and implement structured literacy plans that consider and in using evidence-based
set goals for all learners. reading practices, which
promotes the development
There are many ways administrators can support both students and
of students’ literacy skills.
teachers in using evidence-based reading practices, which promotes
the development of students’ literacy skills. This can be accomplished
by scheduling daily time for instruction and strategically planning
and placing personnel to maximize instructional minutes. Scheduling
weekly or monthly time for teacher collaboration and professional

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The Power of Evidence-Based Literacy Instruction

learning communities builds an internal system of support that can significantly enhance
teacher and leader knowledge. Those times can provide space for teachers and leaders
to share ideas and challenges, research solutions and strategies, and plan cohesive
lessons and activities for diverse learners. Making literacy and collaboration joint
priorities helps leaders facilitate a supportive, literacy-rich culture.

Teachers and support personnel who interact with students around reading, especially
special education teachers, paraprofessionals, RTI interventionists, and ESL teachers, can
be further supported by administrators in many ways. Providing teachers professional
development in research- and evidence-based literacy practices may include external
training opportunities. This training may involve learning to align reading instruction
and instructional methodologies. A well-trained team builds sustainable capacity and
enhances internal support systems for teachers and students.

Remembering the Relevance

Reading instruction grounded in evidence-based methodologies and practices is
critical to reading success for all students. Integrating literacy practices Together,
and strategies across content areas and in students’ daily schedules administrators,
fosters a learning community that promotes a love for reading
teachers, students, and
and learning.
families can develop
Teachers at any grade level and any content area can have a supply of partnerships and
books and texts that reflect the students in their classrooms. Materials implement plans to
that embrace the student population’s cultures, languages, reading
ensure reading success
levels, and interests support a sense of community and acceptance.
for every learner
Literacy is a valuable tool for making connections and building
knowledge. Together, administrators, teachers, students, and families
every day.
can develop partnerships and implement plans to ensure success
for every learner every day.

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The Power of Evidence-Based Literacy Instruction

REFERENCES
Burkins, J. M., & Croft, M. M. (2010). Preventing misguided reading: New strategies for guided reading teachers (2nd ed.).
International Reading Association, Inc.

Catts, H. W., Nielsen, D. C., Bridges, M. S., & Liu, Y. (2014). Early identification of reading comprehension difficulties.
Journal of Learning Disabilities, 49(5), 451–465. https://doi.org/10.1177/0022219414556121

The Children’s Reading Foundation. (2022). What’s the impact? Retrieved August 26, 2022, from
https://www.readingfoundation.org/the-impact

Cowen, C. D. (2016). What is structured literacy? A primer on effective reading instruction. International Dyslexia
Association. https://dyslexiaida.org/what-is-structured-literacy

Farrell, L., Hunter, M., Davidson, M., & Osenga, T. (2019). The simple view of reading. Reading Rockets.
https://www.readingrockets.org/article/simple-view-reading

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1),
6–10. https://doi.org/10.1177/074193258600700104

International Dyslexia Association. (n.d.). Structured literacy: Effective instruction for students with dyslexia and related
reading difficulties. https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-
related-reading-difficulties

International Dyslexia Association. (2018). Knowledge and practice standards for teachers of reading.
https://dyslexiaida.org/kps-for-teachers-of-reading

IRIS Center. (2022). Which study skills strategies can improve students’ academic performance? Perspectives & Resources:
Comprehension Strategies. Retrieved August 26, 2022, from https://iris.peabody.vanderbilt.edu/module/ss2/cresource
/q1/p03

Kuhfeld, M., Soland, J., Lewis, K., & Morton, E. (2022). The pandemic has had devastating impacts on learning. What will
it take to help students catch up? Brookings Brown Center Chalkboard. https://www.brookings.edu/blog/brown-center-
chalkboard/2022/03/03/the-pandemic-has-had-devastating-impacts-on-learning-what-will-it-take-to-help-students-
catch-up

The Nation’s Report Card. (n.d.). NAEP report card: Reading assessment. Retrieved November 10, 2022, from
https://www.nationsreportcard.gov/reading/nation/achievement/?grade=4

National Park Service Interpretive Development Program. (2018). Dialogic questions. Common Learning Portal.
https://mylearning.nps.gov/library-resources/dialogic-questions

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The Power of Evidence-Based Literacy Instruction

Osen-Foss, J. (2016). Graphic organizers to help kids with writing. Reading Rockets.
https://www.readingrockets.org/article/graphic-organizers-help-kids-writing

Sedita, J. (2005). Effective vocabulary instruction. Insights on Learning Disabilities, 2(1), 33–45.

Sedita, J. (2020). The role of orthographic mapping in learning to read. Literacy Lines: The Keys to Literacy Blog.
https://keystoliteracy.com/blog/the-role-of-orthographic-mapping-in-learning-to-read

Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417.
https://doi.org/10.1016/j.tics.2008.07.006

Shanahan, T. (2018). How effective is independent reading in teaching reading? Reading Rockets.
https://www.readingrockets.org/blogs/shanahan-literacy/how-effective-independent-reading-teaching-reading

University of Oregon Center on Teaching and Learning. (n.d.). Big ideas in beginning reading. Fluency: Concepts and
research. College of Education. Retrieved August 26, 2022, from http://reading.uoregon.edu/big_ideas/flu/flu_what.php

United States Department of Education. (2017). Individuals with Disabilities Education Act. § 300.39 Special education.
https://sites.ed.gov/idea/regs/b/a/300.39

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ABOUT n2y

For 25 years, it’s been n2y’s mission to support special educators,

transforming not only the classroom, but also the lives of teachers and
administrators, therapists and paraprofessionals, families, and all the
students we proudly serve. We believe everyone can learn and every student
has the right to reach their full potential. n2y offers the first comprehensive
program serving at the epicenter of the entire IEP team. Our differentiated
solutions are designed specifically to help unique learners access the general
education curriculum in any learning environment, from self-contained
to resource, inclusion, therapeutic, home, or virtual settings. For more
information, visit n2y.com and join us on Facebook and Twitter.

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