Tip Sheet: Planning Instructional Time to Prevent Reading Difficulties in Elementary Grades

High-quality reading instruction in primary-grade classrooms can reduce the percentage of students with reading difficulties to 5 percent or lower, in turn reducing the need for intervention outside the classroom and referral to special education and helping most students achieve grade-level proficiency. Even with strong instructional materials and assessments, it can be challenging to know where to start when using data to plan and differentiate instruction to support all students. This tip sheet summarizes evidence-based practices to prevent reading difficulties in three areas: 

1. Using assessment data to inform instruction 
2. Allocating time to differentiate instruction 
3. Staffing flexible reading groups 

For each area, the tip sheet includes self-check questions to help staff self-assess and monitor progress on schoolwide literacy plans.