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Linking School Assessments to Research-Based Practices in Beginning Reading: Improving Programs and Outcomes for Students With and Without Disabilities

Establishing an effective beginning reading program at the school level is a complex and difficult task. Determining essential program components for all students at each grade, determining what adjustments must be made for students with disabilities, and documenting that programs actually leads to satisfactory learning outcomes for students requires complex decisions on the part of teachers and administrators at each school.