Access Center (2004)

Provides an overview of the five essential components of an effective reading program and discusses how to integrate each component with variables or practices associated with effective instruction and assessment.

http://www.k8accesscenter.org/training_resources/effectivereadingcomponents.asp

Margolin, J., & Buchler, B. (2004)

This article reviews the six SBR criteria stipulated in the No Child Left Behind Act (2002) to determine if a program is SBR. It discusses important parts of the NCLB legislation, specifically how SBR is required and defined under this act. Each of the six criteria are explained in detail by the authors. A list of additional resources about SBR is provided.

http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm

Beghetto, R. (2003)

A brief article that defines SBR and describes its historical roots. Explains in detail criteria used to distinguish whether programs or instruction is SBR. Also discusses implications of SBR for school personnel whose responsibility involves selection of program and practices supported by SBR.

https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/3397/digest167.pdf?sequence=1

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/de/9f.pdf

Hughes, C., & Dexter, D.

The purpose of this article is to provide guidelines to help educators select interventions/curriculum within Tier 1 of an RtI model. It defines Tier 1 and SBR and relates the findings of the National Reading Panel regarding the five key components of an early literacy instruction with the need for programs that has been supported by scientific evidence. It also discusses the need to use SBR to inform decisions in other curriculum areas besides literacy, although research in other content areas is less developed.

http://www.rtinetwork.org/Learn/Research/ar/SelectingCoreCurriculum-Tier1

Simmons,D.C. & Kame’enui, E. (2003)

Provides a series of guidelines to help educators evaluate key features of a core reading program for students in grades 1-3.

Coming Soon

U.S. Department of Education (2003)

Guide developed by the U.S. Department of Education to help educators determine whether a program, intervention or instructional practice meets the SBR criteria established in NCLB (2002). Discusses how to evaluate interventions for effectiveness. The guide also breaks down the elements of research studies to conclude whether they are truly considered SBR.

http://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf

Shanahan, T., Lyon, R., & Parker, C. (2005)

Online webcast designed to inform the viewer about choosing reading programs that coincide with state and federal requirements under NCLB. Discusses using SBR to inform educational practices and specific literacy elements that need to be developed in order for reading success.

http://www.readingrockets.org/webcasts/2005#program

The Florida Center for Reading Research (FRCC) provides useful information school based programs and interventions. It provides summaries of these programs and evaluates each one against criteria established by the NCLB (2002) on scientifically based research. The FRCC published a series of reports that provides a summary of instructional programs and interventions school districts are interesting in using at various tiers with the RtI process.

http://www.fcrr.org/FCRRReports/CReportsCS.aspx?rep=supp 

A website that provides summarizes of programs and practices for children that have positive outcomes. Reviews and posts outcomes associated with efficacy studies of a variety of programs targeting education, family, and community. The site links research articles with programs, and also provides video clips, resources and tools, and an option to submit programs for review.

http://promisingpractices.net/default.asp

Created by the Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education, the Best Evidence Encyclopedia, commonly referred to as the “BEE,” is a free website offering summaries of scientific reviews. Each study is evaluated by a set of criteria which was created to determine the strength of the research. The BEE is funded by the Institute of Education Sciences (I.E.S.).

http://www.bestevidence.org/

Established in 2002, through an initiative of the U.S. Department of Education’s Institute of Education Science, its chief function is to assess the rigor of research evidence regarding interventions and programs used in schools. The website provides a set of guides that summarizes and rates the effectives of various curricula/programs using criteria established by NCLB (2002) on SBR.

http://ies.ed.gov/ncee/wwc/