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The brief frames comprehension as the product of word recognition and language comprehension, then highlights curriculum, content, sequencing, assessment, and professional development strategies that support early readers. It also outlines avoidable approaches that weaken instruction or distract from building language comprehension systems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/tier-1-instructional-strategies-to-improve-k-4-reading-comprehension-brief-25-evidence-based-guidance-for-k-12-leaders/583745/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/tier-1-instructional-strategies-to-improve-k-4-reading-comprehension-brief-25-evidence-based-guidance-for-k-12-leaders/583745.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central question of this brief?","Question",{"text":112,"@type":113},"How can system leaders improve reading comprehension for students in kindergarten to grade 4 through stronger Tier I English language arts instruction?","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which Tier 1 strategies are recommended to consider?",{"text":117,"@type":113},"The brief recommends integrating science and social studies content into ELA curricula, building word recognition and language comprehension together, making low-cost text changes, planning curriculum and assessments sequentially, using formative assessments for flexible grouping, and providing literacy coaching and sustained professional development.",{"name":119,"@type":110,"acceptedAnswer":120},"What should districts and schools avoid when improving reading comprehension?",{"text":121,"@type":113},"It advises against reducing instruction time in science and social studies, relying on the slogan “learning to read, then reading to learn” as a substitute for system building, and focusing only on short-term solutions aimed at short-lived grade 3 targets.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583745,1792048256,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":46,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","EdResearch  \nFor Recovery  \nJune 2022  \nTIER 1 INSTRUCTIONAL STRATEGIES TO IMPROVE K-4 READING COMPREHENSION  \nJames S. Kim & Zhongyu Wei | Harvard University  \nBrief No. 25  \nThis brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Click here to learn more about the EdResearch for Recovery Project and view the set of COVID-19 response-andrecovery topic areas and practitioner-generated questions.  \n~~  ~~CENTRAL~~ ~~QUESTION~~  ~~  \nHow can system leaders improve reading comprehension for students in kindergarten to grade 4 through stronger Tier I English language arts instruction?  \n~~  ~~KEY~~ ~~INSIGHTS~~  ~~  \nStrategies to Consider Strategies to Consider  \nCurriculum Content Context & Supports  \nEnglish language arts curricula that integrate science and social studies content show strong promise in improving reading comprehension outcomes from kindergarten to grade 4.  \n Schools that adopt curricula that simultaneously build word recognition and language comprehension skills can boost student reading outcomes, especially when instruction begins in early grades.  \n Simple, low-cost changes to the texts that students read, such as using sets of texts that contain overlapping words and related concepts, can improve skills that support reading comprehension.  \n When districts and schools allow teachers to select from structured adaptations to interventions and curricula, student reading comprehension improves relative to when teachers must strictly follow a specific protocol.  \n Intentionally planning the sequence of English language arts curriculum and assessments from kindergarten to grade 4 to progress toward more complex subject matter while avoiding repetition supports stronger reading comprehension.  \n Using formative assessments to flexibly group students by skill level has strong positive effects on students’ word recognition, vocabulary, and reading comprehension outcomes.  \n Districts can amplify the effects of curriculum interventions by offering literacy coaching and sustained teacher professional development focused on translating reading research findings into classroom practice.  \n Tutoring is an effective Tier 2 intervention for students who are struggling with Tier 1 core instruction and the impact of tutoring can be amplified when it is connected to Tier I classroom content.  \nStrategies to Avoid  \n Reducing instruction time in science and social studies undermines efforts to improve reading comprehension outcomes for all learners.  \n The oft-repeated phrase,“learning to read, then reading to learn,” diverts attention from the need to build systems and curricula that continuously develop young children’s language comprehension skills, particularly for historically marginalized students.  \n A narrow focus on shortterm solutions for improving grade 3 reading scores works against the broader goal of improving Tier I ELA instruction across a system.  \nEdResearch for Recovery-June 2022 1  \nEdResearch  \nFor Recovery  \n~~  ~~BREAKING~~ ~~DOWN~~ ~~THE~~ ~~ISSUE~~  ~~  \nThroughout the early elementary grades, students struggle to comprehend grade-level texts that require strong word recognition skills, vocabulary and background knowledge, mastery of complex syntax, and the ability to draw inferences.  \n National Assessment of Educational Progress (NAEP) results showed that grade 4 reading scores dropped from 2015 to 2019, with larger drops for students at the lower end of the performance distribution and for English-learning and historically marginalized students.  \n Low-performing fourth graders experience challenges reading words with speed and accuracy and reading connected text out loud with proper speed, accuracy, and expression.  \n During the pandemic, reading performance further declined, with particularly large drops for students in younger grad","cbCaivRRztSHt8u6","https://ap.wps.com/l/cbCaivRRztSHt8u6","pdf",416743,"English","# Central Question\n## How system leaders can improve K–4 reading comprehension through stronger Tier I ELA instruction\n# Key Insights\n## Strategies to Consider\n## Strategies to Avoid\n# Breaking Down the Issue\n## Early elementary comprehension challenges and NAEP trends\n## The Simple View of Reading framework","[{\"question\":\"What is the central question of this brief?\",\"answer\":\"How can system leaders improve reading comprehension for students in kindergarten to grade 4 through stronger Tier I English language arts instruction?\"},{\"question\":\"Which Tier 1 strategies are recommended to consider?\",\"answer\":\"The brief recommends integrating science and social studies content into ELA curricula, building word recognition and language comprehension together, making low-cost text changes, planning curriculum and assessments sequentially, using formative assessments for flexible grouping, and providing literacy coaching and sustained professional development.\"},{\"question\":\"What should districts and schools avoid when improving reading comprehension?\",\"answer\":\"It advises against reducing instruction time in science and social studies, relying on the slogan “learning to read, then reading to learn” as a substitute for system building, and focusing only on short-term solutions aimed at short-lived grade 3 targets.\"}]","TIER 1 INSTRUCTIONAL STRATEGIES TO IMPROVE K-4 READING COMPREHENSION - Brief 25 - evidence-based guidance for K-12 leaders | PDF"]