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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.
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.
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.
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This infographic explores The Reading House (TRH), a children’s book designed to assess emergent skills in 3-4 year-old children during pediatric wellness visits.
Repeated readings, goal setting, corrective feedback, and graphing performance can help build Fluency with Text.
Studies report fundamental differences in brain development and activation patterns between individuals with dyslexia and those without.
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Read this document for the Nelson Handbook of Pediatrics definition of dyslexia.
Topic: Dyslexia
This document provides an overview of how Michigan aims to promote literacy from birth to graduation.
Topic: Advocacy, Professional Development
Read an overview of dyslexia as it relates to education in Louisiana.
Topic: Dyslexia
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 © 2022 National Center on Improving Literacy. https://improvingliterarcy.org
