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.

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.

We explore the findings of Silverman et al. (2020) as they examine the effects of explicit language comprehension on various language and literacy outcomes.

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.

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.

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.

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