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 alphabetic principle is a critical skill that involves connecting letters with their sounds to read and write. Learning and applying the alphabetic principle takes time and is difficult for most children. Explicit phonics instruction and extensive practice are important when teaching children to learn the alphabetic principle.
This toolkit helps teachers and families understand what fluency is and how to support a child’s development of fluency with text.
Expert: Jess Surles
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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
This publication explores issues and makes recommendations related to meeting the needs of English learners with limited language proficiency or learning disabilities, or both.
Topic: Dyslexia, English Learners, Interventions
This webpage links to Maine's state resources for promoting literacy.
Topic: Advocacy, Professional Development
This webpage links to Georgia's state resources for promoting literacy.
Topic: Advocacy, Professional Development
Eligibility Category or Classification
Definition
One or more of the categories identified in IDEA to qualify a child for special education services.
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
