Preschool students who receive decontextualized alphabet instruction demonstrate higher outcomes in phonemic awareness and letter-name and letter-sound identification accuracy and fluency than those who receive contextualized instruction.

What do we know about effective literacy instruction for students with or at risk for dyslexia? This post provides a breakdown of research by Hall et al. (2023) that analyzed forty years of reading intervention research.

Dr. Seth King, a professor of special education at the University of Iowa, shares his experiences of being a twice-exceptional student with dysgraphia.

In Part 1 of this blog post series, Hardeman and Young address what dysgraphia is and how it can present across grade levels.

Handwriting assessments are most informative when teachers consider the identifiability of letters out of context and apply scoring guidelines consistently.

Cumulative Review provides students with the opportunity to review previously taught letters within the context of word-level writing practice.

Researcher Daisy Pelletier discusses her recent study on the role of motivation and reading frequency in elementary and secondary school students.

Dr. Ece Demir-Lira, an assistant professor in the Department of Psychological and Brain Sciences at the University of Iowa, shares how caregivers can support their children's early literacy development.

Transparency and opacity describe the relationship between a word and the word parts that make it up—that is, how easy it is to identify the word parts within the larger word.

Teaching with cognates can help multilingual learners draw on prior knowledge to understand new vocabulary.

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.