Alignment with Recommended Practices

Read Live Programs Align with IES Recommendations for Building Foundational Reading Skills

Foundational Skills to Support Reading for Understanding​Four evidence-based recommendations for teaching foundational reading skills in the early grades (K–Grade 3) are described in the following practice guide, available on the Institute of Education Sciences (IES) website:

Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (2016; revised 2019)

EVIDENCE-BASED RECOMMENDATIONS FOR IMPROVING FOUNDATIONAL READING INSTRUCTION

These recommendations, prepared by a panel of researchers and practitioners after conducting a review of the evidence from high-quality studies on the topic, are also relevant for older learners requiring remediation in these skills.

The four recommendations (and the levels of evidence found by the IES panel for each) are:

  • Teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge. (minimal evidence)
  • Develop awareness of the segments of sounds in speech and how they link to letters. (strong evidence)
  • Teach students to decode words, analyze word parts, and write and recognize words. (strong evidence)
  • Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension. (moderate evidence)

SPECIFIC INSTRUCTIONAL PRACTICES

The practice guide provides three to six specific instructional tasks to implement each recommendation. Read Live’s programs, Read Naturally Live (RNL) and Word Warm-ups Live (WWL), offer educators additional tools to support the development of striving readers’ foundational reading skills. Students with phonics needs who do not qualify for placement into the Read Naturally Live Phonics series may receive supplemental support through Word Warm-ups Live while working within the Sequenced series.

The charts below describe how Read Live programs incorporate practices which implement all the recommendations from this evidence-based practice guide.

Chart symbols key: Fully covered = fully covered; Partially covered = partially covered

Read Live and Recommendation 1: Oral Language Development

Recommendation 1: Teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge.

To implement Recommendation 1: RNL Phonics series RNL Sequenced series Word Warm-ups Live Features of Read Live programs
  1. Engage students in conversations that support the use and comprehension of inferential language.
Fully covered Fully covered   The Prediction and Quiz steps of Read Naturally Live provide students opportunities to think analytically and to connect ideas within and beyond the text through short answer and inference questions for each story. During the Pass step, teachers and students dialogue about the story, student’s predictions, and the quiz.
  1. Explicitly engage students in developing narrative language skills.
Fully covered Fully covered   The Retelling and Pass steps of RNL provide practice and feedback on student’s retelling of passages, including many narrative non-fiction stories, allowing students to practice the ability to clearly relate series of events.
  1. Teach academic vocabulary in the context of other reading activities.
Fully covered Fully covered  

The engaging non-fiction passages provide many opportunities to learn contextualized content vocabulary. Reinforcement occurs through the following experiences:

  • During the Key Words step, students encounter student-friendly definitions, sample sentences, and illustrations for key words.
  • During the Read Along step, important vocabulary words in the story are clickable and shown in blue font. By clicking a word, a student learns the meaning of the word.
  • In the Quiz step, vocabulary questions reinforce, extend, and evaluate students’ understanding of key words.
  • While playing the Wordtastic vocabulary activity, students learn additional words and explore their relationships with available audio support.

The Quiz and Pass steps provide modeling and opportunities to teach and reinforce academic language through use of various question types. Questions utilize academic language and sentence stems to reinforce the vocabulary and grammatical structures common to formal writing.

Read Live and Recommendation 2: Phonemic Awareness & Letter-Sound Correspondence

Recommendation 2: Develop awareness of the segments of sounds in speech and how they link to letters.

To implement Recommendation 2: RNL Phonics series RNL Sequenced series Word Warm-ups Live Features of Read Live programs
  1. Teach students to recognize and manipulate segments of sound in speech.
    Fully covered The explicit, systematic lessons in Word Warm-ups Live, Level 1 (Look, Listen, & Respond; Phontastic) provide ongoing modeling and practice opportunities to develop phonological awareness. During the Practice step, students practice reading word lists requiring them to manipulate sounds (individual sounds, onsets, and rimes). For additional phonemic awareness instruction, see the programs Funēmics and GATE: Reading Intervention for Small Groups.
  1. Teach students letter-sound relations.
Fully covered   Fully covered Both the Read Naturally Live Phonics series (phonics lesson) and Word Warm-ups Live, Level 1 (Look, Listen, and Respond) explicitly teach and reinforce the alphabetic principle. Activities provide many opportunities to apply letter-sound knowledge.
  1. Use word-building and other activities to link students’ knowledge of letter–sound relationships with phonemic awareness.
    Fully covered

During the Introduction and Look, Listen, Respond steps of exercises, students are guided to listen to the sounds before applying the instruction to print.

The Word Warm-ups Live Phontastic wait-time activity utilizes questions with either auditory or visual prompts to reinforce and provide practice using letter-sound knowledge and skills (for example, identifying and matching beginning sounds or rhymes).

The Word Warm-ups Spelling step provides students with opportunities to make words from audio prompts with immediate corrective feedback.

Read Live and Recommendation 3: Decoding and Encoding

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

To implement Recommendation 3: RNL Phonics series RNL Sequenced series Word Warm-ups Live Features of Read Live programs
  1. Teach students to blend letter sounds and sound–spelling patterns from left to right within a word to produce a recognizable pronunciation.
Fully covered   Fully covered Both the Read Naturally Live Phonics series (phonics lesson) and Word Warm-ups Live (Look, Listen, and Respond) explicitly model blending of sounds to pronounce words.
  1. Instruct students in common sound–spelling patterns.
Fully covered   Fully covered These Read Naturally programs are all phonics-based and incorporate a systematic approach to instruction. Each program offers a scope and sequence summary this shows the progression of skills by level or section.
  1. Teach students to recognize common word parts.
Fully covered   Fully covered The Read Naturally Live Phonics series and Word Warm-ups, Levels 2 and 3 (print editions) provide explicit instruction and practice applying common word parts.
  1. Have students read decodable words in isolation and in text.
Fully covered Fully covered Fully covered

In the Read Naturally Live Sequenced series, students read along with Key Words; whereas in both the Read Naturally Live Phonics series and in Word Warm-ups Live, students practice reading lists of words containing featured phonics patterns.

In Read Naturally Live and Word Warm-ups Live, students conduct repeated oral reading of passages containing many decodable words.

  1. Teach regular and irregular high-frequency words so that students can recognize them efficiently.
  Partially covered Partially covered

High-frequency words are embedded throughout both Read Naturally Live and Word Warm-ups Live, and students have multiple opportunities to hear, read, and write these words. However, irregular high-frequency words are not explicitly taught.

For explicit instruction in high-frequency words, see the GATE: Reading Intervention for Small Groups and Signs for Sounds programs, as well as the Word Nerds card game.

  1. Introduce non-decodable words that are essential to the meaning of the text as whole words.
Fully covered Fully covered  

Read Naturally Live provides explicit word preview of Key Words for each story. All story words within the program are clickable with audio support. Vocabulary words are clickable during the Read Along step in both the Phonics and Sequenced series. When clicked, the word, definition, and often a sample sentence are shown with accompanying audio.

For explicit instruction in high-frequency words, including non-decodable words, see the GATE: Reading Intervention for Small Groups and Signs for Sounds programs, as well as the Word Nerds card game.

Read Live and Recommendation 4: Reading of Connected Text

Recommendation 4: Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension.

To implement Recommendation 4: RNL Phonics series RNL Sequenced series Word Warm-ups Live Features of Read Live programs
  1. As students read orally, model strategies, scaffold, and provide feedback to support accurate and efficient word identification.

Fully covered

Fully covered

 

While reading during the Cold Timing step of Read Naturally Live, a student clicks on unknown words to hear the correct pronunciation. In addition, this step offers the opportunity for teachers to model strategies, review phonics features, build vocabulary knowledge, or provide other feedback about words read incorrectly to support a student’s word reading.

The Read Along step provides teacher modeling as the student reads along with a proficient reader several times. In order to pass, the student has to read passages or word lists with no more than three errors, so the student is motivated to develop accurate and efficient word identification while completing the steps of the program.

  1. Teach students to self-monitor their understanding of the text and to self-correct word-reading errors.

Fully covered

Fully covered

Partially covered

In Read Naturally Live, students receive multiple methods of feedback and support to build comprehension:

  • The student is required to click unknown words in the Cold Timing step. At first, the teacher points out errors, but the student soon becomes proactive at identifying errors before the teacher can tell the student to click the word.
  • The Read Along step provides modeling of fluent pronunciations, expression, and phrasing at three recorded speeds.
  • Reading for understanding is the purpose of reading. Read Naturally programs emphasize comprehension through its use in checking placement, monitoring progression, and deciding when to exit a student from the program. The Quiz step provides students with opportunities to demonstrate and check their understanding; it also provides teachers opportunities to support students in a variety of comprehension skills, such as determining the main idea, making predictions and inferences, using key vocabulary, and more.
  1. Provide opportunities for oral reading practice with feedback to develop fluent and accurate reading with expression.

Fully covered

Fully covered

Fully covered

The Practice step utilizes the research-based practice of repeated oral reading of non-fiction passages or word lists. Teachers may provide additional instruction or support during the Pass step while evaluating the student’s practiced reading and assigning an expression score using the scale provided.

Learn more:

Reference:

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: http://whatworks.ed.gov.

 

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