State Agencies | National Center on Improving Literacy

Our Work in The Field

Hawaii

Support the systems-level coordination of schoolwide reading efforts designed to meet the needs of all learners, including students with or at risk for literacy-related outcomes.

Maryland

Building capacity related to implementation of a universal screening process to identify students at risk for reading difficulties, including dyslexia.

Idaho

Supporting school systems to effectively teach essential literacy content to all students, including students with or at risk for literacy-related disabilities.

Michigan

Intensification of instruction and intervention to comprehensively support the individual needs of students with or at risk for literacy-related disabilities.

Pennsylvania

Use of Response to Intervention in reading to determine special education eligibility in schools that use a multi-tiered systems of support approach.

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: Regions 1-9, the National Comprehensive Center
Brian Gearin: Regions 10-19

What’s the best way to teach the Alphabetic Principle?

Expert: Jess Surles

Phonological & Phonemic Awareness

This toolkit helps teachers and families understand the difference between phonemic and phonological awareness and how to support a child's development of these important reading skills.

Understanding Screening: Sample Representativeness

Sample representativeness is an important piece to consider when evaluating the quality of a screening assessment. If you are trying to determine whether or not the screening tool accurately measures children’s skills, you want to ensure that the sample that is used to validate the tool is representative of your population of interest.