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
There is broad agreement that schools should implement early screening and intervention programs. State legislation generally favors the use of universal screening within schools across grades K-2.
Fluency is the ability to read words, phrases, sentences, and stories accurately, with enough speed, and expression. It is important to remember that fluency is not an end in itself but a critical gateway to comprehension.
Screening assessments can help capture each child’s reading and language strengths and weaknesses in key early stages of development.
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Resource Repository
Recommended websites, downloads, and videos from reliable sources.
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Practical help for implementing recommended literacy practices.
View ToolkitsLiteracy Skill Checklist
Personalized resources aligned with literacy skills for beginning readers.
Get RecommendationsRecommended Resources
Pennsylvania Secretary of Education Gerald Zahorchak describes how Response to Intervention has served to align the state's reform and improvement framework. In Pennsylvania, RTI is known as RTII for Response to Instruction and Intervention.
Topic: General Literacy
This table describes some resources that align to the evidence-based practices questions (component 2) as part of the SSIP Phase II Guidance Document.
Topic: Dyslexia, Interventions, Partnerships
This document provides an overview of how Montana aims to promote literacy from birth to graduation.
Topic: Advocacy, Professional Development
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
