All children learn to read through explicit, structured multi-sensory instruction, using the neurodevelopment of language, science of reading, and dyslexia science. The National Reading Panel (NRP) listed all the ingredients for the recipe of an appropriate reading curriculum for all students; however, it takes more than the right ingredients to obtain the desired results. The ingredients must be in the right order, with the right amount, at the right time. Full NRP Report 🔗http://www.nationalreadingpanel.org/Publications/subgroups.htm
As teachers, school board members, state legislators, and parents inquire about the reading programs and/or interventions used by the district, there is a barrier because of not understanding terminology: research-based, evidence-based, scientific research??? Often (we) educators)
do not know the difference.
Congress enacted the nation's education law (1965) the Elementary and Secondary Education Act (ESEA), to address the inequality of educational opportunity for underprivileged children. Each time the Act is amended it is renamed. The last revision is known as the Every Student Succeeds Act (ESSA). ESSA is not the same as the Individuals with Disabilities Education Act (IDEA, 2004). -Wrightslaw
The Every Student Succeeds Act (ESSA) changes the word “research-based” to “evidence-based.”
IDEA mandates the use of “science” to teach reading to the maximum extent possible AND gives incentives ($$) for schools using science for ALL children. Scientific research is constructed to produce evidence. Therefore, the use of the term “evidence-based” indicates that science was used to obtain data. Research-based is an ambiguous term and can mean anything.
Confused? Dr. Shaywitz makes the distinction as she testifies before a House committee meeting.
Implications for Schools
Schools receiving federal funds under Title 1, IDEA, and other federal grants must be using an evidence-based program. This means that there must be evidence that the reading curriculum school use and/or the intervention implemented have evidence showing they will close the gaps (deficits), effectively remediate the learner, and students will make growth (with large-gains).
“ESSA has a literacy education grant program. This program authorizes up to $160 million in literacy grants to states and schools. The grants fund evidence-based instruction in literacy skills, including writing, phonological awareness and decoding.” -Wrightslaw
What kind of “research” does your school use to make determinations on how reading is taught, which curriculum and programs are used, and what interventions are selected for RTI and to use in Individualized Educational Plans (IEPs)? Find out.
If schools fail to use science (evidence-based) to make critical decisions regarding reading, RTI, and services within IEPs the district is:
1) failing their teachers by not providing them tools to do their jobs in order that every child will learn to read;
2) wasting a lot of money by the use of programs proven to fail (and are noncompliant with federal law); and
3) failing our children, community, and country.
*Read this blog to understand why. https://anchoreducation.wixsite.com/anchored/post/let-s-call-it-what-it-is-educational-malpractice
Common Mistakes Schools Make
Often schools use programs based in research, meaning the program was created from using facts from evidence-based research; however, the program was never studied to see if it is actually effective.
Some schools use programs that are “research-based“ purchased from a smooth talking salesman, who knew the right “buzz” words to use to sound perfect, when it is not worth the paper it is printed in. To be honest, most well-meaning individuals are fooled. https://anchoreducation.wixsite.com/anchored/post/insights-from-inside-the-walls-of-public-education-policy
Things to Consider
There are many different kinds of research design. Make sure someone in the district understands research methodology and is able to read the actual scientific studies. Balanced-literacy, leveled readers, guided reading groups, etc programs have ”research” ...but is weak at best. What research design was used? How many years was it studied? Was the research done in one school district? Did the outcomes have any significant statistical difference with evidence the program worked? Are the statistics and data provided based off of the program or the research that was used to develop the program? (Some questions to get you started.)
What is the difference between evidence-based and research-based programs? To answer that question -this blog goes into more depth.
Schools must use reading program that will unlock each students’ human potential by teaching ALL students to read. Those that say it is “impossible” (I used to 🙋🏼♀️ think this) have not read the 40+ years of scientific studies, experienced instructing using the SOR, or never witnessed (seemingly) miraculous results when #DyslexiaScience is implemented with fidelity. Reading is a civil right.
Reality
One needs to remember that MANY students can learn to read IN SPITE of the education they receive. A large percentage of student cannot. Students with dyslexia (1 in 5), or other language-based learning disabilities (about 92%-94% of students identified and have IEPs in school) must learn to read through explicit, systematic, structured-literacy BY teachers given the tools and knowledge to effectively implement it.