Collaborative strategic reading (CSR) is a research-based, whole-group comprehension strategy that has been linked to improvements in comprehension of expository texts, such as those in social studies classes.

An overview of the research on teacher knowledge, the assessments used to measure it, and its impact on student literacy success.

Caleb Ferring is a teacher and wrestling coach in Waukon who discovered he had characteristics of dyslexia after taking the Iowa Reading Research Center’s Dyslexia Overview eLearning module.

Lauren Schafer, a special education teacher in her first year of teaching, shares her experience with preparing for the classroom.

Training in data-based individualization has benefits for both teachers and students.

Teaching vocabulary using Semantic Feature Analysis can help students learn science concepts.

Educators can use the Tier 1.5 Calculator to determine if a Tier 1.5 intervention is necessary.

Some research suggests that classwide intervention, or Tier 1.5, can be beneficial when the majority of students in a class are not meeting reading goals.

Dr. Erica Lembke, featured speaker at the 2025 Iowa Science of Reading Summit, shares details about her current research on Data-Based Individualization in math and writing instruction.

Online tools, such as the IRRC’s MOTR-Cycle, can be used to track opportunities to respond and improve student engagement.

Teacher knowledge of reading affects student performance on foundational literacy skills assessments.

Conceptual change theory can be used to correct misconceptions surrounding dyslexia.

Dr. Tiffany Peltier discusses Conceptual Change Theory and how it can be used to challenge misconceptions around dyslexia.

Learn effective strategies for teaching cursive and implementing CLIFTER in your classroom.

Attack strategies and schema instruction are two evidence-based approaches for helping students solve word problems.