Which of the following is NOT an evidence-based instructional strategy for reading disabilities?

• A. Explicit phonics instruction.
• B. Guided reading.
• C. Explicit strategy instruction.
• D. Silent reading without instruction.

Answer: (D)

Focusing on what works best for students with reading disabilities, effective instruction is explicit, systematic, and guided. Explicit phonics instruction directly teaches letter-sound relationships and decoding skills, with clear modeling and guided practice so students can apply them to real words. Explicit strategy instruction teaches specific reading strategies (like predicting, monitoring, clarifying, summarizing) with modeling, scaffolding, and gradual release of responsibility. Guided reading provides structured, teacher-supported practice in reading texts that are appropriately challenging, with ongoing feedback to reinforce strategies and skills.

Silent reading without instruction lacks that explicit guidance, modeling, and feedback. Without structured instruction, students with reading disabilities miss the essential, systematic practice needed to improve decoding and comprehension, so this approach isn’t considered an evidence-based instructional strategy.

So the option involving silent reading without instruction is not evidence-based for reading disabilities.