This research foundations document explains how Newsela’s instructional design is grounded in learning sciences research and the science of reading.

Rather than reporting student outcome data, this resource helps leaders understand the theoretical and empirical rationale behind Newsela’s approach to text complexity, scaffolding, assessment, and engagement.

Key Findings

This research synthesis shows that:

• Access to grade-level complex texts supports knowledge building and comprehension
• Scaffolded supports help students access rigorous content without lowering expectations
• Frequent formative assessment supports instructional responsiveness
• Content-rich literacy instruction aligns with science of reading principles

Who Should Use This Resource?

This resource is designed for:

• District and school administrators
• Curriculum designers and instructional leaders
• Professional learning teams
• Research and evaluation stakeholders