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.

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.