SBRI

Scientifically Based Reading Instruction

We Know What Works!

"With scientifically based reading instruction instruction (SBRI), delivered by trained instructors at the right intensity, even those with severe dyslexia can master reading, writing, and spelling. They can regain control of their lives and reach their full potential."

There is no longer room for debate.

Scientifically based instructional methodologies (also known as "research-based") work for all learners—struggling or not
In a nutshell, good reading instruction is just good reading instruction. All learners can reach their full potential when they receive explicit instruction in the structure of the English language, and may in fact learn to read even more quickly than when taught with approaches that lack a sequential methodologies and foundational knowledge in the structure of the English language. Individuals with dyslexia, or those simply struggling to read, require scientifically based direct instruction that complements their unique learning needs and styles (including multisensory approaches). Early intervention and the intensity of the instruction is critical, however, all individuals can learn to read at any age.

According to the National Institute for Literacy, “Reading is a complex system of deriving meaning from print that requires all of the following: the skills and knowledge to understand how phonemes, or speech sounds, are connected to print; the ability to decode unfamiliar words; the ability to read fluently; sufficient background information and vocabulary to foster reading comprehension; the development of appropriate active strategies to construct meaning from print; [and] the development and maintenance of a motivation to read.”

In its milestone report of 2000, The National Reading Panel identified the characteristics of effective instructional approaches that work for all learners (struggling or not). Research-based methodologies include a foundational knowledge of the structure of the English language, and the five components of effective instruction—phonemic awareness, phonics, vocabulary, fluency and comprehension. In addition to being multi-sensory, effective instruction is sequential and systematic.

With research-based instruction delivered by trained instructors at the right intensity, even those with severe dyslexia can master reading, writing, and spelling—at any age. Research-based instruction allows all struggling readers to regain control of their lives and reach their full potential.

According to the National Institute for Literacy the five components of effective reading instruction include:

Phonemic awareness
Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words.

Phonics
Phonics refers to the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. Phonics instruction teaches learners to use these relationships to use and write words.

Fluency
Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. They read aloud effortlessly and with expression. Fluency is important because it provides a bridge between word recognition and comprehension.

Vocabulary
Vocabulary includes the words we must know to communicate effectively. Vocabulary is also very important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. Learning to read more advanced texts means readers must learn the meaning of new words that are not part of their oral vocabulary.

Comprehension
Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. Good readers are both purposeful (they have a reason to read) and active (they think to make sense of what they read).

For detailed information on the five components of effective reading instruction, link to more information on our site here [LINK TO FOLLOW SOON!] or download Put Reading First: The Research Building Blocks for Teaching Children to Read—a free publication of the National Institute for Literacy, available here.

Download IDA's comparison Matrix of Multisensory, Structured Language Programs here
This brochure shows similarities and differences among various approaches that are widely used throughout the United States.