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.

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.

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.

We highlight the findings of the scientific review article “Reading Comprehension: Core Components and Processes.”

Well-designed spelling lists can support your students’ literacy development. Despite how commonplace spell check and other writing tools have become, explicit spelling instruction is still an important practice.

Assistive technology can allow students to fully realize their academic potential, but there are many misconceptions about it. Let’s review some common myths about AT!