Rigorous reviews of reading research over the past 2 decades agree on evidence-based practices in K–3 classrooms. Yet results from the National Assessment of Educational Progress (NAEP) show that about one-third of the nation’s 4th graders are proficient in reading—an inadequate percentage for a nation that demands a literate citizenry and workforce. The first objective of this article is to provide an overview of the evidence-based reading practices recommended in K–3 instruction based on systematic reviews and meta-analyses of classroom instruction and intervention studies. The second objective is to provide a brief overview of essential features of multitiered systems of support for implementing evidence-based reading interventions in grades K–3. The third objective is to provide resources to help practitioners implement evidence-based literacy instruction in primary grade classrooms and in intervention settings.

中文翻译：

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在K-3教室中实施循证阅读实践

在过去的20年中，对阅读研究的严格评论同意在K-3教室采用循证实践。然而，《国家教育进步评估》（NAEP）的结果显示，全国4年级学生中约有三分之一精通阅读，而对于一个需要有素养公民和劳动力的国家来说，这是一个不足的百分比。本文的第一个目的是基于对课堂教学和干预研究的系统评价和荟萃分析，概述K-3教学中推荐的循证阅读实践。第二个目标是简要概述多层支持系统的基本特征，以支持在K-3年级实施循证阅读干预措施。