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This guide provides you with information on how to support families as they practice foundational reading skills at home.
Topic: Partnerships


In January 2020, driven by a commitment to improve enduringly troubling national student reading performance, the Council of Chief State School Officers (CCSSO) assembled state chiefs, reading experts, policy experts, and other stakeholder groups to begin an open dialogue on how state education agencies can improve reading skills for all students. This is a course based on information and ideas shared.
Topic: Legislation, Partnerships


This resource delves into the four concrete actions that state leaders can take (including more specific steps related to each action and state examples) to support state leaders as they continue to address this critical issue, thereby giving all children the best opportunity to become successful readers and, ultimately, succeed in school.
Topic: Legislation, Partnerships


Read a fact sheet that discusses effective reading instruction and how educators develop and implement effective instruction.
Topic: Beginning Reading, Language Development


To assist you in helping families support literacy, the Georgia Department of Education partnered with the Regional Educational Laboratory Southeast to create a suite of grade-specifc Teacher's Guides that certifed teachers can use with families to encourage and facilitate literacy support for children at home.
Topic: Professional Development, Partnerships


This video walks viewers through a 3-step routine for teaching new vocabulary to young children that includes lots of opportunities to practice using the new word in different ways through repetition, images, sentence frames, and more. It can be adapted for at-home learning and to supplement family reading activities.
Topic: Remote Learning, Partnerships, Vocabulary



The information in this Third Grade Teacher's Guide is designed to assist teachers in supporting out-of-school literacy activities that are aligned to classroom instruction, informed by student need, grounded in evidence-based practices, and facilitated by ongoing parent-teacher communication. The Teacher's Guide provides a framework for literacy support activities presented during schools' family literacy nights and parent-teacher conferences.
Topic: Beginning Reading, Partnerships


A preschool teacher discusses how she plans early literacy and language instruction, extends learning through teachable moments, and monitors student learning using a thematic unit on oceans.
Topic: Beginning Reading


This document was prepared to assist literacy specialists in the national Regional Comprehensive Center network as they work with states to improve educational policy and practice in the area of adolescent literacy.
Topic: Comprehension, Vocabulary


This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students with disabilities during and following the novel coronavirus pandemic.
Topic: Remote Learning


A reading intervention teacher, uses this vocabulary chart to provide secondary students with a structure for learning word meaning. Watch the presentation in the "See How" section of the "Intensive Intervention" collection, High School Academic Literacy Intervention Class, to see her classroom in action.
Topic: Vocabulary, Interventions, Reading Disabilities


A school teacher uses this template designed by Jim Burke to help students who struggle with reading get organized, motivated, and set weekly academic goals. Learn more about her approach in the presentation, High School Academic Literacy Intervention Class.
Topic: Interventions, Reading Disabilities, Dyslexia


Watch a video that gives an overview of dyslexia and Accessible Instructional Materials to support children with dyslexia.
Topic: Dyslexia


Read this infographic to learn potential accommodations for students with dyslexia.
Topic: Dyslexia


This resource provides quick tips for accommodations and how they work.
Topic: Advocacy, Reading Disabilities


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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 © 2022 National Center on Improving Literacy. https://improvingliterarcy.org