Researchers conducted a meta-analysis involving studies conducted over the last 4 decades that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia. They were primarily interested to know the factors and characteristics which were consistently associated with effective interventions and outcomes.
Dyslexia is a brain-based learning disability that specifically impairs a person’s ability to read.
Curriculum-based measurement (CBM) tools are brief assessments that have several uses in school settings.
This tool offers a user-friendly experience to make informed choices related to academic screeners based upon personalized search criteria.
Recommended Resources
Watch this multimedia overview to learn about five research-based, instructional practice recommendations for improving literacy levels in middle and high school.
Topic: Comprehension, Vocabulary, Adolescent Literacy
Teach students to make connections to build early language and literacy skills in young children.
Topic: Comprehension
This quick reference guide for preparing vocabulary activities provides content area teachers with a framework for thinking about and planning lessons that embed vocabulary strategies into classroom instruction.
Topic: Vocabulary
Explore Tools & Resources
Implementation Toolkits
Practical help for implementing recommended literacy practices.
View ToolkitsMTSS-R Implementation Guide
Step-by-step guide to implementing multi-tiered systems of support in reading (MTSS-R).
Resource Repository
Recommended websites, downloads, and videos from reliable sources.
Find ResourcesVideos & Webinars
Pragmatic discussions and presentations from our experts that explore literacy topics.
Join UsAcademic Screening Tools Chart Selector
Academic screeners based upon personalized search criteria.
Literacy Skill Checklist
Personalized resources aligned with literacy skills for beginning readers.
Get RecommendationsPrint Awareness
Definition
The understanding that what is read is linked to the words on the page, rather than to the pictures.
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
