Essentials for Reading Success

Welcome to ESSENTIALS FOR READING SUCCESS! To teach reading effectively, it is necessary to understand and use scientifically based reading instruction. ESSENTIALS FOR READING SUCCESS content was designed to provide support to teachers as they deliver scientifically based reading instruction in their classrooms.

ESSENTIALS FOR READING SUCCESS includes information about how to use data from assessments, and incorporate response to intervention, the features of effective instruction (including differentiated instruction), and evidence-based practices to teach the critical components of reading.

Tier 1 instruction includes the critical components of reading:

  • Oral Language
  • Phonological Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension
  • Writing

These critical components need to be taught explicitly in classrooms that

  • are positive and engaging,
  • use writing activities to support literacy, and
  • provide students with many opportunities to read interesting text and complete authentic reading and writing assignments.

Teachers typically follow a core reading curriculum to guide instruction in whole and small group settings. Small group instruction should be differentiated to reflect the instructional needs of the students. Individual student needs are determined by formal screening, progress monitoring assessments, classroom assessments, and teacher observations. The goal is to use information from multiple sources to group students in a way that makes instruction in critical reading skills most efficient. For more information on the content and sequence for delivery see Components of Reading Overview.

The graphic below depicts the process of implementing the content and information in ESSENTIALS FOR READING SUCCESS.

Administer Screening Assessment

  • Screening tests serve as a starting point for a student's preparation for grade level reading instruction.

Form Teacher-Led Small Groups Based on Screening

  • Analyze screening data and form groups based on each group's instructional needs.
  • Groups are flexible so they change in membership, content, size, and frequency of meeting (number of days and duration).

Implement Whole Group Instruction

  • Critical Components of Reading
  • Features of Effective Instruction
  • Evidence-Based Practices

Implement Small-Group Differentiated Instruction

  • Target needed critical components of reading using the features of effective instruction and evidence-based practices.

Administer Progress Monitoring Assessment

  • Analyze progress monitoring data.
  • If mastery is achieved, proceed with instructional plan and/or provide enrichment.
  • If mastery is not achieved, intensify instruction by targeting the skill and providing more opportunities to practice with teacher scaffolding.

 Repeat Process

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