• Intensive, sustained, systematic phonics. We could substantially accelerate students’ mastery of the phonetic code in K-1—and still have time for kids to read and listen to far more fiction and nonfiction texts.
• Reading/general knowledge. If most students have mastered decoding in the 1st grade, they could spend record amounts of time in 2nd and 3rd grade reading literature, history, and science texts to build their knowledge base and vocabulary, which are critical to effective comprehension.
• Vocabulary instruction. Most of a rich vocabulary is acquired through abundant reading. But research also shows that we can reliably supplement this with targeted, embedded vocabulary instruction.
• Discussion. To become confident, articulate speakers, students must engage in frequent, purposeful discussions about what they read. We could multiply the length and frequency of such discussions, which animate an appreciation of reading and are excellent preparation for writing.
• Writing and writing instruction. Writing has an unsurpassed capacity to help us think logically, express ourselves clearly, and understand, analyze, and retain content. It often promotes dramatic, measurable improvements across the curriculum and is crucial to success in innumerable careers.

Reference: https://www.edweek.org/teaching-learning/opinion-how-to-make-reading-instruction-much-much-more-efficient/2019/11?fbclid=IwAR3ofm_AIUyphUKQBQTvOJwKUWYMZBvol4vzzLcNqWP4puVAQxvY7rkFT20