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Implementing Evidence-Based Reading Practices in K–3 Classrooms

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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.

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Authors and Affiliations

  1. Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA

    Barbara R. Foorman, Laurie Lee & Kevin Smith

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  1. Barbara R. Foorman
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  2. Laurie Lee
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  3. Kevin Smith
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Correspondence to Barbara R. Foorman.

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Foorman, B.R., Lee, L. & Smith, K. Implementing Evidence-Based Reading Practices in K–3 Classrooms. Educ. Treat. Child. 43, 49–55 (2020). https://doi.org/10.1007/s43494-020-00005-3

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