The Reading League Curriculum Navigation Report - University of Florida Literacy Institute’s (UFLI) Foundations - 2025 Publication

Oct 22, 2026

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Curriculum Navigation Report evaluates the University of Florida Literacy Institute’s (UFLI) Foundations reading program within the evidence-aligned framework of The Reading League’s Curriculum Evaluation Guidelines (CEGs), reviewed against the 2023 second edition guidelines. The report explains how the “science of reading” research informs curriculum decisions and how red flags can indicate non-aligned practices across word recognition, language comprehension, reading comprehension, writing, and assessment. It documents a structured, multi-reviewer process using manual and companion free materials, while clarifying that findings are informational rather than recommendations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages36

Reading Time1 h 31 min

AccessFree to download

Introduction

Curriculum Evaluation Guidelines description

Purpose and disclaimer

Curriculum Description

Program scope and materials reviewed

Review process and red-flag rating

Curriculum Navigation Report University of Florida Literacy Institute’s (UFLI) Foundations 2025 Publication Reviewed with Curriculum Evaluation Guidelines (2nd Edition, 2023) Introduction CURRICULUM EVALUATION GUIDELINES DESCRIPTION “Decisions regarding curriculum, instructional approaches, programs, and resources are critical and must be informed by more than experience, observations, or even belief systems. If we are to succeed in implementing effective practices, then we will need to embrace learning as a part of our work as much as teaching itself.” Hennessy, 2020, pg. 8. Due to the popularity of the science of reading movement, the term “science of reading” has been used as a marketing tool, often promising a quick fix for decision makers seeking a program aligned with the scientific evidence base. However, as articulated in The Reading League’s Science of Reading: Defining Guide (2022), The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. Over the last five decades, this research has provided a preponderance of evidence to inform how proficient reading and writing develop; why some students have difficulty; and how educators can most effectively assess and teach, and, therefore, improve student outcomes through the prevention of and intervention for reading difficulties. (p.6) The Reading League’s Curriculum Evaluation Guidelines (CEGs) are a resource developed to assist consumers in making informed decisions when selecting curricula and instructional materials that best support evidence-aligned instruction grounded in the science of reading. The CEGs are anchored by frameworks validated by the science of reading. Findings from the science of reading provide additional understandings that substantiate both aligned and non-aligned practices (AKA “red flags”) within the CEGs. These serve as a foundation for what to expect from published curricula that claim to be aligned with the scientific evidence of how students learn to read. The CEGs highlight best practices that align with the science of reading. Red flags specify any non-aligned practices in the following areas: • Word Recognition • Language Comprehension • Reading Comprehension • Writing • Assessment The Reading League | 2 The CEGs have been used by educators, building and district leaders, local education agencies, and state education agencies as a primary tool to ﬁnd evidence of red ﬂags, or practices that may interfere with the development of skilled reading. While the CEGs have been useful for schools and districts for informing curricular and instructional decision-making, The Reading League recognized the challenge of schoolbased teams that might not have the capacity for an in-depth review process. In the spirit of its mission to advance the awareness, understanding, and use of evidence-aligned reading instruction, expert review teams engaged ina large-scale review of the most widely-used curricula currently used in the United States in order to develop informative reports of each. This report was generated after a review of the curriculum using the March 2023 Curriculum Evaluation Guidelines, which have been reﬁned based on feedback, a lengthy pilot review, and have undergone an inter-rater reliability study with positive results. As you read through the ﬁndings of this report, remember that red ﬂags will be present for all curricula as there is no perfect curriculum. The intent of this report is not to provide a recommendation, but rather to provide information to local education agencies to support their journey of selecting, using, and reﬁning instruction and instructional materials to ensure they align with the science of reading. Disclaimer: The Reading League’s curriculum review is deemed an informational educational resource and should not be construed as sales pitches or product promotion. The purpose of the review

FAQs

What is the purpose of this Curriculum Navigation Report?

It provides information to support local education agencies in selecting, using, and refining instruction and materials aligned with the science of reading, without serving as a direct recommendation.

What are “red flags” in the Curriculum Evaluation Guidelines?

Red flags specify practices that may be non-aligned with evidence-based understanding of reading development, spanning word recognition, language comprehension, reading comprehension, writing, and assessment.

How were reviewers selected and how was the curriculum evaluated?

Reviewers were chosen for deep knowledge of the science of reading and high-quality instructional materials, worked in teams with regular reliability checks, and used The Reading League’s Curriculum Reviewer Workbook to collect scores and evidence from manuals, lesson materials, and related components.

Oct 22, 2026

Upload by Aria