1.1 Why Evidence-Based Reading Instruction?

Why Evidence-Based Reading Instruction (EBRI)?

Reading is a very complex skill. It involves using multiple parts of the brain to recognize and make meaning of printed letters, words, sentences, paragraphs, and longer texts. These texts may be on paper; in the form of visual information or images; or on digital tools, such as computers, tablets, and smart phones. They may be linear in their presentation of content or include embedded links, menus, and media that can take the reader in different directions or distract the reader. Texts may come from reliable sources or from questionable ones. "Reading" in the 21st century is complex, and so is teaching it.

Federal law (WIOA) requires that ABE programs provide students with reading instruction based on results of individual diagnostic assessment, the four essential components of reading instruction and ongoing formative assessments. In addition, EBRI has been identified as a priority area of professional development by MDE-ABE. 

EBRI is based on rigorous research and, where that research is lacking, on professional wisdom. The third source of evidence is practitioner wisdom, based on diagnostic reading assessment and identification of what EBRI practices and resources work in instruction.

 

Click "Next" to view the research evidence for EBRI.