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: Mid-Atlantic, Appalachia, Texas, and Great Lakes
- Brian Gearin: Northwest, Pacific, California, Central, West Central, North Central, South Central, Midwest, Northeast, Southeast, Florida and the Islands
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.
Expert: Jess Surles
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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 guidance manual to help school districts, community schools, and chartered nonpublic schools understand the requirements of the Third Grade Reading Guarantee and connect these requirements to research-based reading instruction practices.
Topic: Advocacy, Professional Development
An introduction to and overview of the methods and results of the report and implications for practice.
Topic: Comprehension, Evidence-based, Writing
This webpage links to Indiana's state resources for promoting literacy.
Topic: Advocacy, Professional Development
Morphology
Definition
The knowledge of word parts that have meaning, such as affixes, root, and base words.
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 © 2020 National Center on Improving Literacy. https://improvingliterarcy.org
