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.

Iowa's Multi-Tiered System of Supports (MTSS) and Continuous Improvement Process (CIP) help educators and districts identify needs and make decisions.

Take a deeper look into the IRRC-coordinated Dyslexia Specialist Endorsement program and read about the experience of one newly endorsed dyslexia specialist, Barb Shutt.

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.

Learn about the new chair and two new members of the IRRC Advisory Council.

Through this meta-analysis, Burns et al., (2023) evaluate the components of the Active View of Reading.

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

This guide provides a recommendation list of novels in verse for students in grades 5-12.