Research-based programs for beginning reading instruction provide comprehensive, well-organized instructional plans and practice opportunities that allow all students to make sense of reading. Some students begin school with a well-developed understanding of many aspects of reading and become accomplished readers with minimal instruction. Other students need a great deal of careful and meaningful instruction to become accomplished readers. A teacher’s task is to ﬁnd out what students do understand, what they need to learn, and what needs to be provided in the classroom.
Download and review the Beginning Reading Instruction booklet. This publication details the twelve essential components of research-based reading programs, the eight features of classrooms and campuses that support effective beginning reading instruction, and the eight essential elements for adapting instruction to facilitate beginning reading success for children with special needs.
Download and review the Guidelines for Examining Phonics and Word Recognition booklet. The goals of beginning reading instruction include that students learn to read with confidence and fluency, that they understand what they read, and that they find reading a source of both knowledge and enjoyment. To enable all students to achieve these goals, beginning reading instruction programs must offer balanced instruction that provides students with a variety of experiences.