Reading Instruction and Supplemental Interventions to Support Equitable Literacy
Description
This session will share evidence-based reading practices that can be used in response to screening to address students who show risks for reading difficulties or dyslexia. The session will address the critical nature of core instruction and the essential components of reading that are central to early literacy development and reading success. It will describe and model how to deliver evidence-based instruction and will leverage effective intervention practices, identified by the Institute for Education Sciences (IES) and NCIL, to support struggling readers and students with dyslexia. The session will also examine students who demonstrate substantial need for reading intervention that has not been successfully remediated through high quality, explicit core instruction, and supplementary supports. By the end of this session, participants will understand how and why (a) using evidence-based practices during reading instruction and intervention can support students with dyslexia, and (b) using evidence-based practices to deliver reading instruction can lead to higher literacy outcomes for all children, including students with dyslexia.
Jess Surles, M.Ed., Professional Development Literacy Coach at the National Center on Improving Literacy
More from this Series
The Literacy For All Series
This Keynote session with Sarah Sayko will describe the resources NCIL can provide to schools and parents and the evidence base that supports screening, instruction, and intervention to increase literacy achievement for students who struggle to read and students with dyslexia.
The Literacy For All Series
This session wil discuss the characteristics of strong reading screening assessments and investigate the pre-literacy and early literacy areas (or behaviors) that are predictive of future reading success.
Related Resources
The term evidence-based is defined by the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA). According to ESEA, evidence-based programs are supported by strong, moderate, or promising research evidence of their effectiveness; or they demonstrate a rationale that they can improve a targeted outcome. NCIL supports the implementation of approaches with the highest levels of evidence supported by rigorous evaluations.
Dyslexia is a brain-based learning disability that specifically impairs a person’s ability to read.
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 © 2024 National Center on Improving Literacy. https://www.improvingliteracy.org
