The district is seeking a supplemental resource that is digital and adaptive for middle school, adolescent learners in literacy for English and biliteracy in Spanish that offers targeted learning specific to word recognition and reading comprehension, and in alignment with the science of reading. The resource should also serve as a diagnostic tool for ELA & SLA. Specifically, to understand (1) students' encoding within Ehri's Phases, (2) vocabulary, (3) genre-specific sentence structures, and (4) world knowledge. These four variables are identified in research as the underpinning skills required to achieve word recognition and language comprehension. This product is not a core instructional resource–it will be used to target student needs through an adaptive digital platform that they will access during each school’s intervention, or Academic Extension, time. Beyond the adaptive digital platform for students, we are intending to build teacher understanding of teaching via the science of reading through this product by connecting the diagnostic assessment results to the identified student specific skills and materials for teaching in small groups. We are seeking a data system through this product that will show students’ progress in terms of grade level reading standards as well as student specific skills needs identified through the diagnostic assessment.
