Featured Literacy Brief
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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This innovation configuration emphasizes and illustrates the RTI concepts and principles at the secondary level that are key teacher competencies. Domains of preparation that hold promise for successful application of RTI are described.
This guide was produced for technical assistance providers and others who work with state education leaders to improve reading achievement among elementary school students. It describes a suite of Student Center Activities designed to offer K-5 classroom teachers a wide range of activities that can engage students in differentiated reading activities during small-group work in the classroom.
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
Our Work in the Field
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.
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