Background

Evidence-based reading instruction (EBRI) integrates findings from the best available reading research.

With EBRI, teachers use diagnostic assessment procedures to gauge the strengths and weaknesses of each learner and target reading instruction accordingly.

Teachers that use EBRI help learners improve their skills in each of the four components of reading - alphabetics, vocabulary, fluency, and comprehension - by explaining new concepts and modeling strategies and by providing feedback when learners practice.

Proficient readers use skills and background knowledge acquired over a lifetime. Adult learners may have gaps in both skills and general knowledge, and need explicit, systematic instruction in four reading components if they are to succeed.

The four components of reading are:

Alphabetics – the process readers use to identify words;

Vocabulary – the body of words whose meanings a person knows and understands;

Fluency – the ability to read with efficiency and ease; and

Comprehension – the process and product of understanding text.

STAR is based on a body of research summarized in a report published by the Partnership for Reading – Research-based Principles for Adult Basic Education Reading Instruction – and written by John Kruidenier. STAR supports evidence-based reading instruction which integrates the research found in the report with practitioner wisdom. STAR also uses the Adult Reading Components (ARCS) to identify learner profiles for intermediate-level readers in Adult Basic Education (ABE) programs.

Research-based Principles for Adult Basic Education Reading Instruction (pdf) (html)

Adult Reading Components (pdf)