Beginning readers practice fluency in predictable texts and decodable texts with phonetically regular patterns. A broad range of assessment informs teachers' instructional decisions. Instruction is based on knowledge of literacy acquisition. Teachers intervene early and quickly with appropriate instructional strategies when students do not progress. Effective reading instruction focuses on teaching each student rather than teaching a reading program.
Students read for a variety of purposes.
Appropriate and adequate resources, including technology, should be readily available for instruction to students, teachers, and parents. Students should have open access to libraries and opportunities to learn in them. The effective implementation of balanced reading instruction requires quality professional preparation and continuous professional growth. Teachers, administrators, supervisors, instructional leaders, and other educational decision makers should have specific preparation for the implementation of a balanced reading program. Professional development for teachers, administrators, supervisors, and other instructional leaders is based on sound research, focuses on improving reading instruction, and provides ongoing, follow-up support.