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.

Dr. Shawn Datchuk's leadership and expertise will help the IRRC advance its mission of improving children’s reading proficiency in Iowa.

Our staff at the Iowa Reading Research Center has compiled a list of our favorite books that have been adapted into movies, including novels, chapter books, and picture books.

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.

The University of Iowa recognizes students for their work on campus every spring during Student Employee Appreciation Week.

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.