The evidence - based professional development must: 1) promote explicit , systematic, and cumulative instruction as the primary approach to literacy instruction, 2) promote an understanding of how language, reading, and writing relate to each other, 3) promote strategies for differentiated instruction for students with reading difficulties, disabilities, and English language learners, 4) focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension, and 5) allow participants to implement the strategies in a classroom environment with the opportunity for feedback throughout the professional development experience. The evidence - based training must prepare educators who have completed the training to pass a written examination where the individual demonstrates the ability: 1) to effectively teach foundational reading skills, phonemic awareness, phonics, fluency, vocabulary, and comprehension, 2) to implement reading instruction using high quality instructional materials aligned to the science of reading, and 3) to provide effective instruction and interventions for students with reading deficiencies
