Throughout the school year, your child’s teacher may use universal screeners, diagnostic assessments, progress monitoring, and more to gain a deeper understanding of how to best support your child’s literacy development.

We summarize the findings of January & Klingbeil (2020)—a study that examines the validity of early reading CBMs in identifying at-risk students in Grades K–2.

Dr. Lisa Didion is an assistant professor of special education who studies data literacy and teacher professional development. In this Q&A, Didion provides research-based tips for planning professional development that is beneficial for teachers.

In their meta-analysis, Didion et al. (2019) find that teacher PD generally has a positive effect on student reading achievement in Grades K–8.

Handwriting can support early reading skills. This post explains why and describes several techniques teachers can use to help their students acquire handwriting.

Through this breakdown of Ray et al. (2021), we explore the benefits of handwriting intervention on foundational reading skills.

We explore the findings of Silverman et al. (2020) as they examine the effects of explicit language comprehension on various language and literacy outcomes.

When teachers use data to guide instructional grouping, students can receive targeted, differentiated instruction that meets their needs.

The IRRC’s assistive technology coordinators discuss some of their favorite podcasts on the intersection of speech, language, and literacy.

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.

Efficient use of tiered instruction is essential to maximize intervention time and give students the additional practice opportunities they need to reach mastery.

Four examples of note-taking accommodations that can benefit students with language-based learning disabilities.

Targeted, small-group instruction supports all students, including struggling readers and students who have already met or exceeded expectations.

In this blog post, we delve into the findings of Kim et al. (2018), a study on the interrelationships between reading and writing development.

Erbeli et al. (2024) examine the optimal amount of phonemic awareness instruction for kindergarten through first-grade students.