The Science of Reading Implementation Rubric (SoRI-R) measures the degree to which legislation, passed or pending, addresses the complex developmental nature of learning to read and the essential instructional components for appropriately educating all students as well as identifying and supporting students with reading disabilities (alternately known as dyslexia). This tool also addresses the likely permanence and efficacy of legislation by measuring funding, oversight, and the equity of implementation of said practices by state boards of education. Lastly, this tool assesses the implementation of professional development aimed at supporting teachers and administrators in the acquisition of competencies in core instruction based on the science of reading including 1.) evidence-based core reading instruction, 2.) successful universal screening, 3.) evidence-based and appropriately rigorous intervention, 4.) consistent progress monitoring, and 5.) ultimately best practices in the identification of students with reading disabilities.       

The SoRI-R is comprised of three qualitative rubrics:  Philosophical Cohesion (7 items), Permanence (3 items), and Professional Development (3 items). Each item on the SoRI-R is assessed on a scale ranging from 1 to 3 points; the higher the score the greater the alignment with the rubric. Scores ranging from 39 to 27 are considered to have “high alignment”, scores ranging from 26 to 14 are considered to have “moderate alignment”, and scores between 13 and 1 are considered to have “low alignment”.