Match the evidence to the learner’s age and the actual task
The K–3 IES guide addresses foundational instruction for kindergarten through grade 3. Its sound-letter and word-reading recommendations carry strong evidence, while its connected-text recommendation carries moderate evidence. The guide’s study eligibility emphasized general-education, primarily native-English-speaking samples, with fewer than half of a sample identified with a disability. IES says the guide may also be relevant to older students needing remediation, but that is not the same as direct evidence for every older learner.
IES/WWC: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
Use the older-grade guide for grades 4–9 intervention questions
The 2022 IES guide addresses reading interventions for students in grades 4–9. It gives strong-evidence recommendations for multisyllabic decoding, purposeful fluency work, and comprehension-building practices, and a moderate-evidence recommendation for supported work with challenging text. It is written for educators and school or intervention personnel; it does not test homeschooling, Homeschool Momentum, or a particular vendor.
IES/WWC: Providing Reading Interventions for Students in Grades 4–9
Original question tool: reading-task sorter
Complete one row after a real reading attempt. Preserve the exact response and assistance instead of assigning a label. This optional record organizes a conversation; it does not screen for or diagnose dyslexia.
| Question lane | What to record | Question to carry forward |
|---|---|---|
| Word reading | Exact word; attempt; sound, syllable, or word-part help; final response | Which taught pattern or decoding routine should be checked next? |
| Connected reading | Passage; oral or silent format; accuracy or phrasing observation; feedback given | Is the text and practice format appropriate for this instructional question? |
| Understanding | Question asked; answer; whether the text was read independently or provided aloud | Is word reading, language comprehension, background knowledge, or more than one factor limiting this task? |
| Spelling or written response | Prompt; original spelling or response; model, dictation, or other support | Which written-language skill is the instructor actually evaluating? |
Keep observation, instruction, and diagnosis separate
A parent can document a response and ask an instructional question. A qualified instructor can examine what has and has not been taught and select instruction within their scope. A qualified evaluator or clinician determines whether an evaluation or diagnosis is appropriate. This page performs none of those professional functions.
Protect access to ideas while the reading question is addressed
IDA’s structured-literacy fact sheet distinguishes word recognition from language comprehension and discusses working with varied texts, including text read aloud when a student cannot yet read it independently. An accessible format can preserve content access, but it does not by itself teach decoding or prove that an intervention is effective.
International Dyslexia Association: Structured Literacy fact sheet
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Sources for this page
IES evidence ratings and grade ranges apply to the recommendations and populations described in those practice guides; IDA supplies an organizational description of structured literacy. The planning record is original editorial material, not a diagnostic or validated assessment. The cited school and intervention research does not establish homeschooling or Homeschool Momentum effectiveness. This revision remains pending educator review; individual instructional and clinical questions belong with appropriately qualified professionals.
Ledger access date: 2026-09-10
Official checks before you act
Because homeschool law, special education services, and funding rules vary, verify requirements with your state education department, local district, official ESA or scholarship program, and qualified providers. Keep screenshots or PDFs of official guidance with your records.
Frequently asked questions
Can this page tell me whether my child has dyslexia?
No. It is a question-and-record organizer. Bring persistent reading concerns and representative work to a qualified professional who can explain the appropriate instructional or evaluation process.
Does the IES evidence prove the same approach works in homeschool?
No. The guides synthesize school and intervention research for specified grade ranges. Their recommendations can inform questions, but they do not establish homeschool or Homeschool Momentum effectiveness.
Should I choose a program from this page?
No vendor is endorsed. Ask to inspect the actual lesson sequence, instructor preparation, progress evidence, terms, and fit for the learner’s identified instructional needs.