Foundational Skills to Support Reading for Understanding ...

EDUCATOR¡¯S PRACTICE GUIDE

A set of recommendations to address challenges in classrooms and schools

WHAT WORKS CLEARINGHOUSE?

Foundational Skills to Support

Reading for Understanding in

Kindergarten Through 3rd Grade

NCEE 2016-4008

U.S. DEPARTMENT OF EDUCATION

About this practice guide

The Institute of Education Sciences (IES) publishes practice guides in education to provide educators with the best available evidence and expertise on current challenges in education. The What

Works Clearinghouse (WWC) develops practice guides in conjunction with an expert panel, combining the panel¡¯s expertise with the findings of existing rigorous research to produce specific

recommendations for addressing these challenges. The WWC and the panel rate the strength of

the research evidence supporting each of their recommendations. See Appendix A for a full description of practice guides.

The goal of this practice guide is to offer educators specific, evidence-based recommendations

for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide

is a companion to the existing practice guide, Improving Reading Comprehension in Kindergarten

Through 3rd Grade, and as a set, these guides offer recommendations for preparing students

to be successful readers. Both guides recommend some practices that can and should be implemented beginning in kindergarten, and both guides also suggest some instructional practices

that can be implemented after students have mastered early reading skills. This guide synthesizes

the best available research on foundational reading skills and shares practices that are supported

by evidence. It is intended to be practical and easy for teachers to use. The guide includes many

examples in each recommendation to demonstrate the concepts discussed.

Practice guides published by IES are available on the WWC website at .

How to use this guide

This guide provides teachers, reading coaches, principals, and other educators with instructional

recommendations that can be implemented in conjunction with existing standards or curricula

and does not recommend a particular curriculum. Teachers can use the guide when planning instruction to support the development of foundational reading skills among students in grades

K¨C3 and in diverse contexts.

Professional-development providers, program developers, and researchers can also use this guide.

Professional-development providers can use the guide to implement evidence-based instruction

and align instruction with state standards or to prompt teacher discussion in professional learning communities. Program developers can use the guide to create more effective early-reading

curricula and interventions. Finally, researchers may find opportunities to test the effectiveness

of various approaches to foundational reading education and explore gaps or variations in the

reading-instruction literature.

IES Practice Guide

Foundational Skills to Support Reading

for Understanding in Kindergarten

Through 3rd Grade

July 2016

Panel

Staff

Barbara Foorman (Chair)

Florida State UniverSity and

Florida Center For reading reSearCh

Nicholas Beyler

Kelley Borradaile

Joshua Furgeson

Juliette Henke

Betsy Keating

Samina Sattar

Andrei Streke

Sarah Wissel

mathematiCa poliCy reSearCh

Michael Coyne

UniverSity oF ConneCtiCUt

Carolyn A. Denton

Children¡¯S learning inStitUte,

UniverSity oF texaS health SCienCe Center

at

hoUSton

Joseph Dimino

inStrUCtional reSearCh groUp

Lynda Hayes

p.K. yonge developmental reSearCh SChool,

UniverSity oF Florida

Laura Justice

ohio State UniverSity

Warnick Lewis

Bond elementary SChool,

leon CoUnty, Florida

Richard Wagner

Florida State UniverSity and

Florida Center For reading reSearCh

NCEE 2016-4008

U.S. DEPARTMENT OF EDUCATION

Project Officers

Diana McCallum

Vanessa Anderson

inStitUte oF edUCation SCienCeS

This report was prepared for the National Center for Education Evaluation and Regional Assistance,

Institute of Education Sciences, under the What Works Clearinghouse contract to Mathematica

Policy Research (Contract ED-IES-13-C-0010).

Disclaimer

The opinions and positions expressed in this practice guide are those of the authors and do not

necessarily represent the opinions and positions of the Institute of Education Sciences or the U.S.

Department of Education. This practice guide should be reviewed and applied according to the

specific needs of the educators and education agency using it, and with full realization that it

represents the judgments of the review panel regarding what constitutes sensible practice, based

on the research that was available at the time of publication. This practice guide should be used

as a tool to assist in decision making rather than as a ¡°cookbook.¡± Any references within the

document to specific education products are illustrative and do not imply endorsement of these

products to the exclusion of other products that are not referenced.

U.S. Department of Education

John B. King, Jr.

Secretary of Education

Institute of Education Sciences

Ruth Neild

Deputy Director for Policy and Research, Delegated Duties of the Director

National Center for Education Evaluation and Regional Assistance

Joy Lesnick

Acting Commissioner

July 2016

This report is in the public domain. Although permission to reprint this publication is not necessary,

the citation should be as follows:

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L.,

Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016).

Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE

2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance

(NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE

website: .

The citation for this What Works Clearinghouse practice guide begins with the panel chair, followed

by the names of the panelists and staff listed in alphabetical order.

This report is available on the IES website at .

Alternate Formats

On request, this publication can be made available in alternate formats, such as Braille, large print, or

CD. For more information, contact the Alternate Format Center at (202) 260-0852 or (202) 260-0818.

Table of Contents

Foundational Skills to Support Reading for

Understanding in Kindergarten Through 3rd Grade

Table of Contents

Introduction to the Foundational Skills to Support Reading for Understanding in

Kindergarten Through 3rd Grade Practice Guide . . . . . . . . . . . . . . . . 1

Recommendation 1. Teach students academic language skills, including the use

of inferential and narrative language, and vocabulary knowledge . . . . . . . . . . . . . 6

Recommendation 2. Develop awareness of the segments of sounds in speech and

how they link to letters

. . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Recommendation 3. Teach students to decode words, analyze word parts, and

write and recognize words . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Recommendation 4. Ensure that each student reads connected text every day to

support reading accuracy, fluency, and comprehension . . . . . . . . . . . . . . . . 32

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Appendix A. Postscript from the Institute of Education Sciences . . . . . . . . . . . . 43

Appendix B. About the Authors . . . . . . . . . . . . . . . . . . . . . . . . 47

Appendix C. Disclosure of Potential Conflicts of Interest . . . . . . . . . . . . . . . 51

Appendix D. Rationale for Evidence Ratings. . . . . . . . . . . . . . . . . . . . 52

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

( iii )

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