Evidence-based practices (EBPs) are instructional techniques that meet prescribed criteria related to the research design, quality, quantity, and effect size of supporting research, which have the potential to help bridge the research-to-practice gap and improve student outcomes (Cook, 2011).
One of the most critical issues in contemporary special education is the significant and persistent gap between research documenting the effectiveness of practices and the actual instruction that occurs in typical classrooms (Carnine, 1997; Cook & Schirmer, 2006).
The International Literacy Association states that adoption of a program indicated as “evidence based” does not guarantee reading success. Teachers and administrators must also evaluate methods and programs through the lens of their particular school and classroom settings. They must determine if the instructional strategies and routines that are central to the materials are a good match for the children they teach.