Can the Evidence Revolution and Multi‐Tiered Systems of Support Improve Education Equity and Reading Achievement?

Abstract

We situate education, and the science of reading (SOR) specifically, in the midst of a broad, evidence-based revolution involving an array of disciplines focused on improving the health and well-being of individuals and populations. Low and stagnant levels of reading proficiency, massive reading disparities, and a robust SOR knowledge base suggest that the withholding of evidence-based practices in schools differentially harms students of Color, students from poor families, English learners, and students with disabilities. We acknowledge that simply expecting greater use of evidence-based reading practices in schools will not suffice. We present a framework where practitioners and policymakers would continue to gain better and easier access to the SOR knowledge base and evidence-based reading practices and where much greater emphasis would be placed on fueling the demand for evidence-based practices in schools. How schools are organized to provide reading instruction for students is also a key consideration in efforts to expand the use of evidence-based practices. We make the case that schools engaged in comprehensive use of multi-tiered systems of support approaches in reading are well positioned to increase their use of evidencebased reading practices. Because much is not known about how to scale the use of effective practices, scaling efforts themselves represent opportunities to generate new SOR knowledge on both the supply and demand sides. This work would be consistent with the SOR knowledge base as a dynamic and constantly emerging phenomenon, rather than a static repository waiting to be accessed and used.

Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States

“…Meanwhile, the evidence‐based movement has influenced the field of education greatly during this time period (Baron, 2018; Fien et al., 2021; Slavin, 2002). Like other public sectors, both education researchers and practitioners have increased their focus on discovering and implementing “what works” to improve student performance.…”

“…Like other public sectors, both education researchers and practitioners have increased their focus on discovering and implementing “what works” to improve student performance. Empirical research on the efficacy and effectiveness of educational programs and practices has increased steadily in the US and around the world (Fien et al., 2021; Slavin, 2008; Slavin & Madden, 2011). Consequently, the field has ever‐increasing access to a wealth of scientific evidence upon which to make decisions to support student achievement.…”

Understanding and improving teachers’ graph literacy for data-based decision-making via video intervention

“…Formative assessments are used primarily in multi-tiered systems of support in different learning areas such as reading, writing and mathematics (Fien et al, 2021) and as a supplement to cross-sectional status tests in the area of instruction planning around the world (e.g., Fuchs, 2017;Jungjohann et al, 2018a;Ahmed, 2019). Especially in school systems without an implemented multi-tiered system of supports such as Germany, there is a lack of standardized and effective training and further education for teachers (Blumenthal et al, 2021).…”

Dyslexia in the Context of Social Work: Screening and Early Intervention

“…In the United States, 48 states have adopted dyslexia legislation, and most require or recommend screening for dyslexia. These legislative efforts are based on research that indicates that through early screening for risk for dyslexia and interventions, it is possible to effectively treat or mitigate the negative consequences associated with subsequent formal diagnoses of dyslexia (Fien et al, 2021). Evidence exists that this early intervention and prevention framework is effective across groups of children, including BIPOC children (Robinson, 2013; Rojas, 2018).…”

“…Unfortunately, despite recent state legislation requiring or recommending early screening and intervention for dyslexia, schools have not implemented these practices at scale (Fien et al, 2021; Seidenberg et al, 2020; Solari et al, 2020). This inordinately affects BIPOC children (Robinson, 2013; Rojas, 2018) and children living in poverty (Peterson & Pennington, 2015).…”