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Improving Literacy Briefs

Infographic for Learning to Read: “The Simple View of Reading”. Read the brief for more information.

Learning to read consists of developing skills in two areas: accurate, fluent reading and comprehending the meaning of texts. Learning these skills does not come naturally. Both accurate word reading and text comprehension require careful, systematic instruction.

Audience: 
Schools & Districts
Topic: 
Beginning Reading

Featured Resources

Nevada Dyslexia Resource Guide

Nevada Department of Education

Read a technical assistance manual for Nevada schools regarding dyslexia.

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Pennsylvania Department of Education Dyslexia

Pennsylvania Department of Education

This page includes the Pennsylvania Department of Education's resources related to dyslexia.

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North Dakota Guidelines for the Identification and Evaluation of Students with Specific Learning Disabilities

North Dakota Department of Education

Read a guide on identifying students with specific learning disabilities in North Dakota.

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South Dakota Dyslexia Handbook for Teachers and Parents

South Dakota Department of Education

This handbook contains information about dyslexia for teachers and parents living in South Dakota.

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Liaisons

Our liaisons provide technical assistance to Regional Comprehensive Center (RCC) staff so they may better assist SEAs in developing and implementing state and local structures, procedures and policies to address student challenges in learning to read and write.

  • Sarah Sayko: Mid-Atlantic, Appalachia, Texas, and Great Lakes
  • Sheryl Turner: Southeast, Florida and the Islands, and Mid-West
  • Andrea Reade: Northeast, South Central, and Central
  • Brian Gearin: Northwest, Pacific, California, West and North Central

Tools & Events

Resource Repository

Recommended websites, downloads, and videos from reliable sources.

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Improving Literacy Briefs

Research summaries and infographics written by our experts.

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Events & Opportunities

Upcoming regional professional development, workshops, and conferences.

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