Educators can use data-based decision-making to inform instructional practices and improve student outcomes.

Researcher Daisy Pelletier discusses her work on student reading motivation and its implications for parents and teachers.

Pelletier et al. (2024) examine different sources and forms of reading support and their impacts on students’ reading motivation.

Measuring fidelity of implementation can help educators understand if an intervention is working as intended.

We summarize research on the relationship between fidelity of implementation and student reading outcomes.

While more research is needed on cursive handwriting instruction, here is what we know about when to teach cursive and what components can make cursive instruction particularly effective.

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.

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

Through this breakdown of Ray et al. (2021), we explore the benefits of handwriting intervention on foundational reading skills.