Using shared words between languages, or cognates, can improve reading skills for multilingual learners.

Morphemes are the smallest unit of meaning in language. Morphological ability—using morphemes to produce and understand language—supports both word recognition and language comprehension processes.

Research shows that reading and writing automaticity are associated in upper-elementary grades, especially among the highest performing writers.

Allocating more opportunities to read words with feedback may be more efficient than spelling practice to support multisyllabic word reading for upper-elementary students with dyslexia.

Implementing explicit instruction techniques makes lessons clear, efficient, and effective.

Collaborative strategic reading (CSR) is a research-based, whole-group comprehension strategy that has been linked to improvements in comprehension of expository texts, such as those in social studies classes.

An overview of the research on teacher knowledge, the assessments used to measure it, and its impact on student literacy success.

Caleb Ferring is a teacher and wrestling coach in Waukon who discovered he had characteristics of dyslexia after taking the Iowa Reading Research Center’s Dyslexia Overview eLearning module.

Lauren Schafer, a special education teacher in her first year of teaching, shares her experience with preparing for the classroom.

Training in data-based individualization has benefits for both teachers and students.

Teaching vocabulary using Semantic Feature Analysis can help students learn science concepts.

Educators can use the Tier 1.5 Calculator to determine if a Tier 1.5 intervention is necessary.