Effective RTI
Sample Solution
Effective Evidence-Based Practices (EBP) in Reading Instruction: Two Examples
Among the many EBPs applicable to education, several have proven particularly effective in improving reading skills. Here are two well-researched strategies:
1. Phonological Awareness:
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Description: Phonological awareness refers to the ability to identify and manipulate the sounds within spoken language, not the written letters themselves. Activities include rhyming, identifying sounds within words (e.g., /b/ in "bat"), and segmenting words into syllables (National Center for Learning Disabilities, 2023).
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Evidence for Effectiveness: A large body of research demonstrates the positive impact of phonological awareness instruction on reading development, particularly for struggling readers (National Reading Panel, 2000). Studies show that it strengthens the foundation for learning letter-sound relationships, which is crucial for decoding unfamiliar words.
2. Explicit Phonics Instruction:
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Description: Explicit phonics instruction directly teaches the relationships between letters and the sounds they represent. This includes letter recognition, sound-symbol correspondence, and decoding skills like blending sounds together to form words (Shaywitz, 2004).
Full Answer Section
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Evidence for Effectiveness: Extensive research supports the effectiveness of explicit phonics instruction in improving reading skills, especially for students in the early grades (National Reading Panel, 2000). It equips students with the tools to sound out unfamiliar words independently, promoting reading fluency and comprehension.
Implementation Considerations:
While these EBPs are powerful tools, successful implementation requires skilled educators who can adapt instruction to individual student needs and deliver it in engaging ways (Fuchs & Vaughn, 2001). Ongoing monitoring and progress data analysis are also crucial to measure effectiveness and adjust instruction as needed (National Center for Learning Disabilities, 2023).
References:
- Fuchs, L. S., & Vaughn, S. (2001). Responsiveness to intervention: A critical analysis. Learning Disabilities Research & Practice, 16(1), 12-20. [invalid URL removed]
- National Center for Learning Disabilities. (2023). Reading disabilities: Early identification and intervention. [invalid URL removed]
- National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research on reading instruction. National Institute of Child Health and Human Development. [invalid URL removed]
- Shaywitz, S. (2004). Overcoming dyslexia: A new and complete approach to reading problems . Yale University Press.