The Reading Professor
Document Type
Article
Abstract
Educators today collect more literacy data than at any previous point in history, yet many students continue to experience reading difficulties that are identified far later than they should be. This article argues that the problem is not a lack of information but a failure to integrate available evidence to prompt timely instructional action. Drawing on research in reading development, early identification of reading difficulties, teacher knowledge, assessment literacy, instructional decision-making, and responsive literacy instruction, this article proposes the Multiple Sources of Evidence Framework to strengthen early literacy decision-making. Rather than relying on any single assessment or screening result, the framework encourages educators to examine patterns across screening data, classroom observations, student work, oral language, decoding, encoding, fluency, and response to instruction to develop a more comprehensive understanding of how students are learning to read. By recognizing patterns across multiple sources of evidence, educators are better positioned to make responsive instructional decisions before reading difficulties become entrenched. The ultimate purpose of literacy assessment is not simply identification; it is prevention.
Recommended Citation
Kahn, Cheryl
()
"Beyond Screening: Using Multiple Sources of Evidence to Inform Early Literacy Instruction,"
The Reading Professor: Vol. 49:
Iss.
1, Article 7.
Available at:
https://scholar.stjohns.edu/thereadingprofessor/vol49/iss1/7