What Is Evidence-Based Reading Instruction and How Do You Know It When You See It?

This policy brief, What is Evidence-Based Reading Instruction and How Do You Know It When You See It?, defines and describes evidence-based reading instruction, demonstrates what evidence-based reading instruction looks like in the classroom, and discusses how evidence-based reading instruction has been implemented with the Los Angeles Unified School District.
Resource URL:
Author(s): 
Kit Bell
Stephen Dolainski
Author(s) Organizational Affiliation: 
Division of Adult and Career Education, Los Angeles Unified School District, Los Angeles, California
Published: 
2012
Number of Pages: 
11
Product Type: 
Abstract: 

Through a series of summit meetings, the Adult Education Great Cities Summit Initiative explored the needs and concerns of adult education students, teachers, and local program administrators in five large, urban settings. Chicago, Los Angeles, New York, Miami, and Houston participated in a series of activities focused on improving learner outcomes, enhancing teacher capacity for providing evidence-based instruction, accessing evidence-based resources, and technical assistance in building capacity for coordination among key partners. As part of this activity, four policy briefs were developed based on key topics that emerged from the Great Cities Summit discussions. This policy brief, What is Evidence-Based Reading Instruction and How Do You Know It When You See It?, defines and describes evidence-based reading instruction, demonstrates what evidence-based reading instruction looks like in the classroom, and discusses how evidence-based reading instruction has been implemented with the Los Angeles Unified School District.

Benefits and Uses: 

These policy briefs were authored by Subject Matter Experts who provided technical assistance throughout the course of the Adult Education Great Cities Summit Initiative. The topics chosen were based on the author’s area of expertise and the key drivers of technical assistance throughout the course of this 24 month project. This particular policy brief would be most useful to program administrators, and instructors who are interested in identifying behaviors that are consistent with providing high-quality evidence-based reading instruction in adult education classrooms.

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