Reading Resources

Required for all Title I School Improvement Plans

Included for all other uses of “evidence-based”s

Demonstrates a rationale based on high-quality research or positive evaluation that such activity, strategy, or intervention is like to improve student outcomes or other relevant outcomes.

Resource List

Tier I Core Programs

A Core Program is aligned to the Science of Reading and the Alaska Reads Act.
It promotes systematic and explicit Tier I Instruction and is designed to teach
grade level standards for the five components of reading and oral language.
Instruction is designed in part for whole group and small group instruction and
leads to differentiation of instruction. Comprehensive instructional materials
are evidence-based, do not include three-cueing instructional practices
in the foundational skill instruction, and are designed to ensure all grade-level
content standards are addressed in sufficient depth, breadth, and utilizing a
learning continuum in a defined scope and sequence of interconnected skills
for all learners.

Supplemental & Intervention Programs

Digital-Based (Online) Programs

An Intervention Program is aligned to the Science of Reading and the Alaska
Reads Act and provides explicit, systematic, and sequential direct instruction,
does not include three-cueing instructional practices, and is evidence-based.
ESSA defines evidence-based as results from high- quality studies determining
the intervention to have positive effects. A desirable effect size is generally
considered to be .4 or greater. The intervention follows a logical plan focused
on a targeted area of reading development and is primarily provided in a small
group or one-to-one setting. This is intensive, explicit instruction that meets
the needs of individual students. This involves more time daily, above and
beyond Tier 1 or Core instruction, which is focused on the specific needs of the
student as identified by a diagnostic measure. Instruction can be intensified in
three ways: (1) more time, (2) more targeted instruction, and (3) smaller group
size.

A Supplemental Program is aligned to the Science of Reading and provides
additional Tier One instructional support to strengthen a core program. The
program meets criteria to support and extend the critical elements of core
instruction for one or more of the five components of reading because the core
program does not provide enough instruction or practice in a key area to meet
the needs of the students in a particular classroom or school. Supplemental
programs are often used to prevent achievement gaps before they occur. If
students need additional support beyond what the core program provides,
schools may elect to use a supplemental program, to reteach, differentiate
instruction, and individualize instruction, and to provide additional practice in
Tier II or Tier III. Instruction can be intensified in three ways for Tier II and Tier
III: (1) more time, (2) more targeted instruction, and (3) smaller group size.
This is not a replacement of core program materials and must not include
three-cueing instructional practices.

Evidence-based Early Literacy Curricula

This is a supportive resource for districts and schools seeking evidence-based instructional materials grounded in the Science of Reading.

The purpose of this list is to provide districts with support in choosing evidence-based early education literacy curriculum. This is not intended to be an all-inclusive or exhaustive list. This list also informs which programs have been additionally vetted and reviewed by other state department of educations. While DEED has reviewed these evidence-based programs, it does not endorse individual products.

Alignment of Literacy Screener with Diagnostic Measures

The following table is designed to assist you in using students’ mClass subtest data to determine appropriate diagnostic measures.To clarify the interventions that should be included in a student’s individual reading plan, review the subtests where the student’s score was low (or lower than other areas), identify one or more diagnostic measures from the recommended list to administer, and review the resulting data. This is not an exclusive or exhaustive list of available diagnostics.