The researchers in this study examined the extent to which published studies of Tier 2 interventions reported information about fidelity and instructional alignment.

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.

Research shows that reading and writing automaticity are associated in upper-elementary grades, especially among the highest performing writers.

Allocating more opportunities to read words with feedback may be more efficient than spelling practice to support multisyllabic word reading for upper-elementary students with dyslexia.

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.