This toolkit helps families learn about evidence-based literacy practices in preschool through grade three and how they can be used to support all children's literacy needs in schools.
You will learn:
- What is meant by evidence-based literacy practices
- What are examples and non-examples of evidence-based literacy practices
- How evidence-based literacy practices can support all children’s literacy needs, including those with dyslexia and other disabilities
This toolkit includes:
- Online Course
- Tools & Resources
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Online Course
This course includes five lessons. Parents and family members will learn what is meant by evidence-based literacy practices, examples and non-examples of evidence-based literacy practices, and how evidence-based literacy practices can support all children’s literacy needs, including those with dyslexia and other disabilities, all in an interactive online experience.
Approximate course length: 30-45 minutes
Supporting Materials
Evidence-based Literacy Practices Defined
Not all literacy programs and instructional strategies used in schools have been rigorously evaluated and align with the scientific research on literacy instruction. These resources will help you identify evidence-based literacy practices.
This video from the Office of Elementary and Secondary Education at the U.S. Department of Education overviews the Every Student Succeeds Act (ESSA), the federal K-12 education law of the United States.
Topic: Evidence-based
This infographic from REL-SE defines key parts of an experimental study and explains what else should be considered when reviewing a experimental study.
Topic: Evidence-based
This infographic from REL-SE defines key parts of a quasi-experimental study and explains other considerations when reviewing a quasi-experimental study.
Topic: Evidence-based
This infographic from REL-SE defines key parts of a correlational study and explains other considerations when reviewing a correlational study.
Topic: Evidence-based
In this video, Dr. Barbara Foorman, Director of the Regional Educational Laboratory Southeast, explains what a logic model is and how it may be used in implementing evidence-based literacy practices.
Topic: Evidence-based
Examples of Evidence-based Literacy Practices
These educator resources can help you better understand the focus of early reading instruction in your child's school. Use the information to ask school staff about the content of reading instruction to see how well they match to evidence-based literacy practices.
This infographic from the Lead for Literacy Center summarizes the Institute of Education Sciences' Practice Guide for Educators on Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade.
Topic: Evidence-based, Beginning Reading
This infographic from the Lead for Literacy Center summarizes the Institute of Education Sciences' Practice Guide for Educators on Improving Reading Comprehension in Kindergarten through 3rd Grade.
Topic: Evidence-based, Comprehension
This infographic from the Lead for Literacy Center summarizes the Institute of Education Sciences' Practice Guide for Educators on Effective Literacy & English Language Instruction for English Learners in the Elementary Grades.
Topic: Evidence-based, English Learners
This checklist from Understood.org can be used to plan lessons using explicit instruction and reflect after teaching a lesson.
Topic: Evidence-based, Instruction
Examples of Non-Evidence Based Practices
Not all literacy programs and instructional strategies used in schools have been rigorously evaluated and align with the scientific research on literacy instruction. Use this resource to learn more about these practices.
This resource from the Right to Read Project gives questions to ask your child's school about reading instruction, gives examples of encouraging signs, and signs that there might be a problem.
Topic: Evidence-based
Supporting All Children’s Literacy Needs with Evidence-Based Literacy Practices
When children get evidence-based practices early, they are more likely to become successful readers and writers. Check out these resources to learn more about how children learn to read and see questions to ask school staff.
This toolkit helps parents and families understand the many different skills involved with teaching your child to learn to read and how to support your child's reading development at school and home.
This resource from COKid provides questions families can ask school staff about reading instruction and to determine whether practices are based on research evidence.
Topic: Evidence-based, Instruction
Supporting Children with Dyslexia and Other Disabilities with Evidence-Based Literacy Practices
Extra support and focused, explicit, and systematic instruction is critical for children with dyslexia. See these resource for information on literacy practices.
Students with intellectual disabilities can obtain higher levels of reading achievement. However, deficits in working memory can make learning early reading skills more difficult. Consider these research-based tips as you plan literacy instruction for these students.
This infographic provides an overview of intensive intervention.
Topic: Interventions
In this hour and half video presentation, two nationally recognized experts and a classroom teacher who presented at the 2022 OSEP Leader and Project Directorsâ Conference explain what comprehensive literacy instruction looks like for students with significant cognitive disabilities.
Topic: Evidence-based, Instruction, Reading Disabilities
This PowerPoint slide deck from two nationally recognized experts and a classroom teacher who presented at the 2022 OSEP Leader and Project Directors' Conference provides information on what comprehensive literacy instruction looks like for students with significant cognitive disabilities.
Topic: Evidence-based, Instruction, Reading Disabilities
A collaboration between Perkins School for the Blind and Texas School for the Blind and Visually Impaired (TSBVI), this website contains information on literacy for students who are blind or visually impaired.
Topic: Evidence-based, Instruction, Reading Disabilities
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The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2023 National Center on Improving Literacy. https://improvingliteracy.org
