Implementing Evidence-Based Reading Practices in K–3 Classrooms

Abstract

Rigorous reviews of reading research over the past 2 decades agree on evidence-based practices in K–3 classrooms. Yet results from the National Assessment of Educational Progress (NAEP) show that about one-third of the nation’s 4th graders are proficient in reading—an inadequate percentage for a nation that demands a literate citizenry and workforce. The first objective of this article is to provide an overview of the evidence-based reading practices recommended in K–3 instruction based on systematic reviews and meta-analyses of classroom instruction and intervention studies. The second objective is to provide a brief overview of essential features of multitiered systems of support for implementing evidence-based reading interventions in grades K–3. The third objective is to provide resources to help practitioners implement evidence-based literacy instruction in primary grade classrooms and in intervention settings.