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.

University of Iowa College of Education faculty and Iowa Reading Research Center staff have created a new online handwriting tool for early readers and writers.

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

Districts in Iowa are making strides in adopting new English language arts materials and implementing structured literacy practices.

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.