Submit Your SoR Aligned Program
What are schools looking for in an 'evidence-based' program?
Drawing from the seminal work of the National Reading Panel on evidence-based reading instruction in Grades K–12, the International Reading Association (IRA) defined evidence-based instruction as a program or instructional practice that is derived from rigorous research and has demonstrated a record of success.
However, others state that
'it is currently impossible for schools to select basal reading programs that adhere to strict evidence-based standards'.
'Evidence-based decision making regarding effective literacy programs and practices for classroom use can be difficult. Often, there is no evidence of effectiveness for a program or the evidence is of poor quality. For instance, of the five most popular reading programs used nationwide (i.e., Units of Study for Teaching Reading, Journeys, Into Reading, Leveled Literacy Intervention and Reading Recovery; Schwartz, 1999) only Leveled Literacy Intervention and Reading Recovery, both interventions for struggling readers, have studies that meet WWC standards. The evidence indicates that there were mixed effects across outcomes for Leveled Literacy Intervention and positive or potentially positive effects for Reading Recovery (e.g., Chapman & Tunmer, 2016). Classroom reading programs are typically built around the notion of evidence-informed practices – teaching approaches that are grounded in quality research – but have not been subjected to direct scientific evaluation. As a consequence, it is currently impossible for schools to select basal reading programs that adhere to strict evidence-based standards (e.g., ESSA, 2015). As an alternative, schools must develop selection criteria for choosing classroom reading programs informed by the growing scientific evidence on instructional factors that support early reading development (e.g., Castles et al., 2018; Foorman et al.2017; Rayner et al., 2001).'
In order to submit a program please outline how SoR informed instructional factors support early reading development.
It might be useful to view this (updated) curriculum evaluation document from
'This curriculum evaluation tool features components that align with the Simple View of Reading (Gough & Tunmer, 1986) and Scarborough’s Rope (Scarborough, 2001). Word Recognition and Language Comprehension are broken down into subcomponents and writing and spelling, as well as assessment, are included. Green Flags indicate instructional practices that are aligned with the science of reading. Red Flags indicate instructional practices that are not aligned with the science of reading. If the curriculum you are evaluating features a particular Red Flag, place an X in the adjacent red box. If many/most of the red boxes are checked for a particular component, it is likely that the program is not aligned with the Science of Reading. Keep searching!
NOTES: This tool is to be considered a “living document” meaning that it will be periodically updated based on user feedback, suggestions for optimizing use, etc. We thank those who contributed to its content.'
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