Supporting school systems to effectively teach essential literacy content to all students, including students with or at risk for literacy-related disabilities.
Building capacity related to implementation of a universal screening process to identify students at risk for reading difficulties, including dyslexia.
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
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.
Studies report fundamental differences in brain development and activation patterns between individuals with dyslexia and those without.
Reading skills provide the foundation for academic success. From the beginning of school, students should be taught different ways of using language to help them learn and communicate about academic content. This brief discusses two areas of literacy development that students must learn so that they can do well in school: foundational reading skills and academic language.
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Find resources related to specific disabilities for Virginia schools.
Topic: Dyslexia
This paper features an innovation configuration (IC) matrix that can guide teacher preparation professionals in the development of appropriate content for evidence-based practices (EBPs) for writing instruction. This matrix appears in the Appendix.
Topic: Writing
The State Implementation of Scaling-Up Evidence-Based Practices (SISEP) Center briefs help build state capacity for scaling up education practices. The first provides a framework for state leadership teams to develop capacity to make effective, statewide, and sustained use of evidence-based practices. The second defines intensive technical assistance and illustrates its use in education.
Topic: General Literacy
Phonological Awareness
Definition
The ability to recognize that spoken words are made up of individual sound parts.
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
