Evidence-Based Reading Instruction (EBRI)

Federal law (Workforce Innovation and Opportunity Act WIOA) requires that programs provide students at all levels, Grade Level Equivalent GLE 0–12, with the appropriate combination and level of essential components of reading instruction, based on the results of their individual diagnostic assessment and ongoing formative assessments. The purpose of this guidance is to support programs to integrate Evidence-Based Reading Instruction (EBRI) into English Language Arts (ELA) instruction at all levels. It provides an overview of:

• The four essential components of reading
• The elements required for successful implementation of Evidence-based Reading Instruction EBRI
• The Evidence-based Reading Instruction EBRI instructional priorities for beginner, intermediate, and advanced level adult readers

Essential Components of Reading

The four essential components of reading are research-based and include:

• Alphabetics, including phonemic awareness, phonics, and decoding, forms the foundation for accurate, automatic word reading. It refers to the process of recognizing words by using knowledge of how letters and letter combinations represent the sounds of language.
• Fluency is the ability to read accurately, at an appropriate rate, and with prosody. Without fluency, readers attend more to decoding than to understanding the meaning of what they are reading. When word and sentence reading are automatic and fluent, readers can concentrate more fully on understanding and connecting sentences and paragraphs, enabling them to create meaning from the text. Reading fluency includes oral reading skills.
• Vocabulary is the body of words whose meanings a person knows and understands. Vocabulary knowledge—specifically, the depth, breadth, and flexibility of a person's knowledge about words—is a primary predictor of reading success.
• Reading comprehension is the ability to understand text and connect it to one's own knowledge and experience. Often viewed as a product of reading, comprehension is also a process that occurs during reading.

Successful Implementation of Evidence-based Reading Instruction EBRI

Successful implementation of Evidence-based Reading Instruction EBRI requires:

• Addressing the four essential components of reading, as appropriate
• Use of diagnostic reading assessments to determine and prioritize individual learners' areas of strengths and needs in the four components
• Provision of direct and explicit instruction, using the most relevant Evidence-based Reading Instruction EBRI techniques suited to the specific levels of instruction for beginner, intermediate, and advanced level students
• Instruction and materials that are engaging and relevant to learners' needs
  Ongoing monitoring of student progress, including formative assessment, allowing the teacher and learners to gauge the effectiveness of instruction.

Evidence-based Reading Instruction EBRI Instructional Priorities for Each Level

Based on Evidence-based Reading Instruction EBRI research, below are the reading component areas on which to focus within each ABE level of instruction.

Beginner (National Reporting System NRS Levels 1–2, Grade Level Equivalent GLE 0–3)

• Diagnostic assessment is recommended for alphabetics, fluency, and vocabulary to determine beginner learners' needs and level of instruction.
• Alphabetics: Systematic alphabetics instruction is critical at this level. Teach decoding, including letter-sound correspondences, spelling patterns, and word parts, along with sight words. Focus on areas of need identified in diagnostic assessments.
• Fluency: Group learners into similar reading levels for Evidence-based Reading Instruction EBRI fluency instruction. Select Evidence-based Reading Instruction EBRI techniques that offer more support, such as repeated and echo reading.
• Vocabulary: Focus on expanding understanding of common Tier 2 and Tier 3 words and introduce the meanings and uses of high-frequency suffixes and prefixes (e.g., -s, -ed, -ing, -er). Teachers may also need to address gaps in Tier 1 vocabulary, especially for English learners.
• Comprehension: While priority is on developing strength in the other components, some instructional time should be spent on level-appropriate comprehension strategies.
• Note: Teachers certified in a reading instructional approach (e.g., Orton-Gillingham, Wilson) may teach students using that method. Fill in with Evidence-based Reading Instruction EBRI techniques as needed for any components not covered in the intervention program.

Intermediate (National Reporting System NRS Levels 3–4, Grade Level Equivalent GLE 4–8)

• Diagnostic assessment: Assess in all four components and prioritize instruction in two to three components based on the assessment results.
• Alphabetics: Based on word identification diagnostic assessment, group learners into similar reading levels for Evidence-based Reading Instruction EBRI alphabetics instruction only as needed. For students scoring below grade 4 on a word analysis diagnostic assessment, administer a phonics test and provide targeted phonics instruction. For most intermediate learners, decoding instruction involves explicit instruction in multi-syllabic words and word parts.
• Fluency: based on diagnostic assessment, group learners into similar reading levels for Evidence-based Reading Instruction EBRI fluency instruction as needed.
• Vocabulary: Introduce increasingly more sophisticated Tier 2 and Tier 3 vocabulary as well as the roots, suffixes, and prefixes that make up these words.
• Comprehension: Group learners into similar reading levels for Evidence-based Reading Instruction EBRI comprehension instruction. Engage learners in analyzing and summarizing increasing complex texts, as well as connecting ideas within and across writings.

Advanced (National Reporting System NRS Levels 5–6, Grade Level Equivalent GLE 9–12)

• Diagnostic assessment: Assess vocabulary and comprehension areas to determine advanced learners' needs and level of instruction
• Alphabetics: As needed, provide targeted instruction in decoding multi-syllabic words and word parts.
• Fluency: Learners at this level typically have adequate fluency. If needed, provide instruction focused on developing prosody with more complex texts.
• Vocabulary: Provide explicit Evidence-based Reading Instruction EBRI instruction in increasingly more sophisticated Tier 2 and Tier 3 vocabulary as well as the roots, suffixes, and prefixes that make up these words.
• Comprehension: Lessons in comprehension-specific skills and strategies are a primary focus of reading instruction at this level. Group learners into similar reading levels for Evidence-based Reading Instruction EBRI comprehension instruction with a focus on text complexity and building background knowledge. Engage learners in analyzing and summarizing texts, as well as connecting ideas within and across writings.

Professional Development and Support

SABES English Language Arts ELA Curriculum and Instruction Professional Development PD Center Evidence-based Reading Instruction EBRI Page

Note about Student Achievement in Reading (STAR) Professional Development: Professional Development for Student Achievement in Reading STAR is now on hold until further notice due to inability to access the Student Achievement in Reading STAR Literacy Information and Communication System LINCS modules.

Last Updated: February 24, 2026