Research- and Evidence-Based Educational Practices
What Do We Mean by Evidence-Based Literacy Resources?: Learn how rigorous research informs the development of resources and recommendations for effective literacy approaches and practices (i.e., activities, strategies, and interventions).
HEDCO Institute for Evidence-Based Educational Practice: This hub provides K-12 education leaders with actionable tips and recommendations based on the latest education research.
10 Maxims: What We’ve Learned So Far About How Children Learn to Read by Reid Lyon: This article summarizes in simple language what has been learned so far from neuroscientists, psychologists, linguists, speech pathologists, educators, and other experts about reading development.
The Magic is in the Instruction: The Science of Reading joins the Science of Instruction (Recorded Webinar): In this session, Dr. Anita Archer will discuss the critical variables in instruction: clear lesson purposes, structured lessons including demonstration, guided practice, and checking for understanding, embedded formative assessment, active participation, effective feedback, and judicious practice. When these elements are consistently and effectively used, learning results. (Post-Webinar Materials)
The Science of Reading Comprehension: Effective Reading Comprehension Instruction (Recorded Webinar): This presentation will provide a knowledge base from the research on several elements of improving reading outcomes. (Post-Webinar Materials)
The Science of Reading Defining Guide: This eBook from The Reading League clearly defines what the science of reading is, what it is not, and how stakeholders can understand its potential to improve reading instruction.
What Works Clearinghouse (WWC): Find What Works. Search the WWC and access the Resources Page to find the information you need to make evidence-based decisions in your classrooms and schools.
National Center on Improving Literacy (NCIL): Funded by the U.S. Department of Education, NCIL is a partnership led by Boston University’s Wheelock College of Education and Human Development, along with Florida State University and RMC Research Corporation. NCIL is a comprehensive national resource center dedicated to advancing evidence-based teaching methods for pre-K through grade 12 students with literacy-related disabilities, including dyslexia.
Connecticut State Department of Education Evidence-Based Practice Guides: Since the summer of 2017, the CSDE has collaborated on our “first, best effort” under ESSA to identify the leading practices that research suggests will increase the likelihood of improved student outcomes. The CSDE is committed to expanding the collection to include other topics, updating our guides as our stakeholders require, and as the field of research grows. The practices found in the CSDE Evidence–Based Practice Guides are aligned to local, state, and federal long-term education goals. The CSDE Evidence-Based Practice Guides are intended to inform school and district decision-making regarding instructional and student support programming and to optimize the use of local, state, and federal school improvement funds.
Hope is Not a Plan: Scaling Classroom Interventions to Dramatically Improve Student Outcomes: Leaders create the conditions for effective teaching and other practices that support success in every classroom. Scaling is the intentional process of expanding these practices to reach a broader audience. Leaders are encouraged to review this resource to support thoughtful planning and effective implementation of scaling efforts.
Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction: This accessible book equips teachers with the knowledge base needed to support English learners in developing strong literacy skills and achieving academic success.
Action Research: This booklet provides an overview of action research as a method of educational inquiry. It explains what action research is—and is not—describes the action research process, and includes reflections from two educators on their experiences using action research to improve their teaching and their students’ learning. It was published in 2000 by the Education Alliance at Brown University and authored by Eileen Ferrance.