Girl writes by hand with help from an adult

Handwriting: Beneficial to Reading and Often Misunderstood

Tuesday, July 2, 2024
Handwriting can support early reading skills. This post explains why and describes several techniques teachers can use to help their students acquire handwriting.
A girl traces and writes letters by hand

Research Article of the Month: June 2024

Tuesday, June 25, 2024
Through this breakdown of Ray et al. (2021), we explore the benefits of handwriting intervention on foundational reading skills.
A teacher in front of a board teaching grammar

Research Article of the Month: May 2024

Tuesday, May 28, 2024
We explore the findings of Silverman et al. (2020) as they examine the effects of explicit language comprehension on various language and literacy outcomes.
A small group of students discuss a book with their teacher

Strategies for Effective Tier 1 Grouping and Differentiation

Tuesday, May 21, 2024
When teachers use data to guide instructional grouping, students can receive targeted, differentiated instruction that meets their needs.
A woman sitting on a couch listening to headphones

Speaking of Podcasts: Four SLP and Literacy-Based Podcasts Worth a Listen

Tuesday, May 7, 2024
The IRRC’s assistive technology coordinators discuss some of their favorite podcasts on the intersection of speech, language, and literacy.
A teacher smiling at a student

Research Article of the Month: April 2024

Monday, April 29, 2024
Training in self-regulation has been shown to improve strategy use and reading comprehension outcomes. Denton et al. (2021) examine the feasibility of a reading intervention with a strong self-regulation component.
A teacher helping two students with writing

Intensification of Instruction to Maximize Instructional Time and Practice Opportunities

Monday, April 15, 2024
Efficient use of tiered instruction is essential to maximize intervention time and give students the additional practice opportunities they need to reach mastery.
Students in a classroom take notes at their desk.

Accommodating Note-Taking

Tuesday, April 9, 2024
Four examples of note-taking accommodations that can benefit students with language-based learning disabilities.
A teacher and four students sit around a table

Rethinking How We Teach Literacy in Tier 1: Targeted, Small-Group Instruction

Friday, April 5, 2024
Targeted, small-group instruction supports all students, including struggling readers and students who have already met or exceeded expectations.
Student taking notes in a notebook while reading a book

Research Article of the Month: March 2024

Monday, March 25, 2024
In this blog post, we delve into the findings of Kim et al. (2018), a study on the interrelationships between reading and writing development.
A child looking at a teacher with a flashcard

Research Article of the Month: February 2024

Thursday, February 29, 2024
Erbeli et al. (2024) examine the optimal amount of phonemic awareness instruction for kindergarten through first-grade students.
Four teachers in conversation

Meeting Students' Needs With Iowa's Continuous Improvement Framework and Process

Wednesday, February 14, 2024
Iowa's Multi-Tiered System of Supports (MTSS) and Continuous Improvement Process (CIP) help educators and districts identify needs and make decisions.
Kids on computers

Research Article of the Month: January 2024

Wednesday, January 31, 2024
Thomas & January (2021) investigate two universal screeners, MAP and STEP, and evaluate their ability to predict student performance on an end-of-the-year state assessment.
A child and a teacher looking at a paper

Research Article of the Month: December 2023

Thursday, December 28, 2023
Through this meta-analysis, Burns et al., (2023) evaluate the components of the Active View of Reading.
Speech-language pathologist working with a child

Research Article of the Month: November 2023

Thursday, November 30, 2023
This meta-analysis by Rehfeld et al. (2022) uncovers the effects of phonemic awareness instruction for students suspected of having a reading disability.