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K-3 Literacy Guidance Framework: Instruction, Assessment, and Intervention

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Title: K-3 Literacy Guidance Framework: Instruction, Assessment, and Intervention
Language: English
Authors: Cynthia Helen Brock, Richard Carter, Betsy Callaway, Brian Gearin, Antoinette Hallam, Shelley Hamel, Jane Hill, Tiffany Hunt, Kimberli McWhirter, Lori Pusateri-Lane, Amy Reyes, Dana A. Robertson, Susan Shebby, Becky Symes, Region 11 Comprehensive Center (R11CC), Wyoming Department of Education, McREL International
Source: Region 11 Comprehensive Center. 2024.
Availability: McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Peer Reviewed: N
Page Count: 42
Publication Date: 2024
Sponsoring Agency: Department of Education (ED)
Contract Number: S283B190011
Document Type: Reports - Research
Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Grade 2
Grade 3
Descriptors: Elementary Education, Literacy, Kindergarten, Grade 1, Grade 2, Grade 3, Guidelines, Intervention, Teaching Methods, Evaluation Methods, Reading Difficulties, Multi Tiered Systems of Support, Evidence Based Practice, Educational Resources, Reading Tests
Geographic Terms: Wyoming
Abstract: Early identification and instruction aimed at addressing potential reading difficulties is the key to preventing prolonged difficulties in learning to read and ensuring that all students are reading with proficiency by the end of third grade. Tier 1 core reading curricula needs to be: (a) evidence based, (b) systematic and structured, (c) encompass explicit word reading skills and rich language and knowledge development. Tier 2 supports and interventions and Tier 3 intensive interventions need to be: (a) evidence- based, (b) targeted towards the unique needs of individual students and instructional contexts, (c) based on assessment. Universal Screening of students for signs of dyslexia and other reading difficulties beginning in kindergarten is one of the first steps in this prevention process. The use of evidence-based practices and materials in all tiers of instruction is key to the development of skilled readers. Systematic instruction that is coherent across instructional contexts and guided by a clear scope and sequence is essential. The use of reliable and valid screening, as well as diagnostic, progress monitoring, and assessment tools ensures that further assessments, intervention, and instruction are guided by data. The use of a range of explicit evidence-based instructional approaches ensure that all students receive the instruction they need. Educator training in the complexities of reading development and difficulties empowers educators to teach, assess, and progress monitor the development of foundational reading skills, understand student data, and use data to guide instruction. This document has been reviewed and updated by a collaborative of technical content experts, including Wyoming Department of Education (WDE) staff and Wyoming educators.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED660626
Database: ERIC
FullText Text:
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  Data: K-3 Literacy Guidance Framework: Instruction, Assessment, and Intervention
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  Data: <searchLink fieldCode="AR" term="%22Cynthia+Helen+Brock%22">Cynthia Helen Brock</searchLink><br /><searchLink fieldCode="AR" term="%22Richard+Carter%22">Richard Carter</searchLink><br /><searchLink fieldCode="AR" term="%22Betsy+Callaway%22">Betsy Callaway</searchLink><br /><searchLink fieldCode="AR" term="%22Brian+Gearin%22">Brian Gearin</searchLink><br /><searchLink fieldCode="AR" term="%22Antoinette+Hallam%22">Antoinette Hallam</searchLink><br /><searchLink fieldCode="AR" term="%22Shelley+Hamel%22">Shelley Hamel</searchLink><br /><searchLink fieldCode="AR" term="%22Jane+Hill%22">Jane Hill</searchLink><br /><searchLink fieldCode="AR" term="%22Tiffany+Hunt%22">Tiffany Hunt</searchLink><br /><searchLink fieldCode="AR" term="%22Kimberli+McWhirter%22">Kimberli McWhirter</searchLink><br /><searchLink fieldCode="AR" term="%22Lori+Pusateri-Lane%22">Lori Pusateri-Lane</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Reyes%22">Amy Reyes</searchLink><br /><searchLink fieldCode="AR" term="%22Dana+A%2E+Robertson%22">Dana A. Robertson</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+Shebby%22">Susan Shebby</searchLink><br /><searchLink fieldCode="AR" term="%22Becky+Symes%22">Becky Symes</searchLink><br /><searchLink fieldCode="AR" term="%22Region+11+Comprehensive+Center+%28R11CC%29%22">Region 11 Comprehensive Center (R11CC)</searchLink><br /><searchLink fieldCode="AR" term="%22Wyoming+Department+of+Education%22">Wyoming Department of Education</searchLink><br /><searchLink fieldCode="AR" term="%22McREL+International%22">McREL International</searchLink>
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  Data: McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
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  Data: <searchLink fieldCode="DE" term="%22Wyoming%22">Wyoming</searchLink>
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  Data: Early identification and instruction aimed at addressing potential reading difficulties is the key to preventing prolonged difficulties in learning to read and ensuring that all students are reading with proficiency by the end of third grade. Tier 1 core reading curricula needs to be: (a) evidence based, (b) systematic and structured, (c) encompass explicit word reading skills and rich language and knowledge development. Tier 2 supports and interventions and Tier 3 intensive interventions need to be: (a) evidence- based, (b) targeted towards the unique needs of individual students and instructional contexts, (c) based on assessment. Universal Screening of students for signs of dyslexia and other reading difficulties beginning in kindergarten is one of the first steps in this prevention process. The use of evidence-based practices and materials in all tiers of instruction is key to the development of skilled readers. Systematic instruction that is coherent across instructional contexts and guided by a clear scope and sequence is essential. The use of reliable and valid screening, as well as diagnostic, progress monitoring, and assessment tools ensures that further assessments, intervention, and instruction are guided by data. The use of a range of explicit evidence-based instructional approaches ensure that all students receive the instruction they need. Educator training in the complexities of reading development and difficulties empowers educators to teach, assess, and progress monitor the development of foundational reading skills, understand student data, and use data to guide instruction. This document has been reviewed and updated by a collaborative of technical content experts, including Wyoming Department of Education (WDE) staff and Wyoming educators.
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED660626
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      – Text: English
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      Pagination:
        PageCount: 42
    Subjects:
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Kindergarten
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      – SubjectFull: Intervention
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