This toolkit helps families learn about evidence-based literacy practices in preschool through grade three and how they can be used to support all children's literacy needs in schools.
You will learn:
- What is meant by evidence-based literacy practices
- What are examples and non-examples of evidence-based literacy practices
- How evidence-based literacy practices can support all children’s literacy needs, including those with dyslexia and other disabilities
This toolkit includes:
- Online Course
- Tools & Resources
Evidence-based Literacy Practices Defined
Not all literacy programs and instructional strategies used in schools have been rigorously evaluated and align with the scientific research on literacy instruction. These resources will help you identify evidence-based literacy practices.
Examples of Evidence-based Literacy Practices
These educator resources can help you better understand the focus of early reading instruction in your child's school. Use the information to ask school staff about the content of reading instruction to see how well they match to evidence-based literacy practices.
Examples of Non-Evidence Based Practices
Not all literacy programs and instructional strategies used in schools have been rigorously evaluated and align with the scientific research on literacy instruction. Use this resource to learn more about these practices.
Supporting All Children’s Literacy Needs with Evidence-Based Literacy Practices
When children get evidence-based practices early, they are more likely to become successful readers and writers. Check out these resources to learn more about how children learn to read and see questions to ask school staff.
This toolkit helps parents and families understand the many different skills involved with teaching your child to learn to read and how to support your child's reading development at school and home.
Supporting Children with Dyslexia and Other Disabilities with Evidence-Based Literacy Practices
Extra support and focused, explicit, and systematic instruction is critical for children with dyslexia. See these resource for information on literacy practices.
Students with intellectual disabilities can obtain higher levels of reading achievement. However, deficits in working memory can make learning early reading skills more difficult. Consider these research-based tips as you plan literacy instruction for these students.
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2023 National Center on Improving Literacy. https://improvingliteracy.org