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.
Building capacity related to implementation of a universal screening process to identify students at risk for reading difficulties, including dyslexia.
Supporting school systems to effectively teach essential literacy content to all students, including students with or at risk for literacy-related disabilities.
Intensification of instruction and intervention to comprehensively support the individual needs of students with or at risk for literacy-related disabilities.
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
The characteristics of dyslexia legislation.
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.
When evaluating the quality of any screening tool, it is important to determine whether or not the assessment is biased against different groups of students. We want to ensure that students do not receive higher or lower scores on an assessment for reasons other than the primary skill or trait that is being tested.
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Explore Tools & Resources
Resource Repository
Recommended websites, downloads, and videos from reliable sources.
Find ResourcesImplementation Toolkits
Practical help for implementing recommended literacy practices.
View ToolkitsLiteracy Skill Checklist
Personalized resources aligned with literacy skills for beginning readers.
Get RecommendationsRecommended Resources
State-level staff and school improvement team members will find ideas in this template for translating the recommendations from the IES Practice Guide on RtI in reading into practical policies and activities that district leaders can implement to facilitate improvements.
Topic: General Literacy
Listen to Dr. David Tilly share lessons from the experiences of several decades providing technical assistance to help districts and schools in Iowa implement RtI frameworks.
Topic: General Literacy
This meta-analysis offers decision-makers research-based guidance for intervening with adolescent struggling readers.
Topic: Dyslexia, Interventions, Reading Disabilities
Individualized Educational Program
Definition
A written learning plan for special education services that is designed to meet the specific learning needs of a child.
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 © 2021 National Center on Improving Literacy. https://improvingliterarcy.org
