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

Teacher knowledge of reading affects student performance on foundational literacy skills assessments.

Conceptual change theory can be used to correct misconceptions surrounding dyslexia.

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

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

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

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.

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.