Blog Post Resources for Literacy Learning

Implementing the Science of Reading for Multilingual Learners

Your curriculum says it follows the science of reading. Does it work for the multilingual students in your classrooms? Dr. José Viana walks district leaders through what to look for and where to start.

6 Questions To Determine Whether Technology Is Worth the Time

Twenty minutes using a device can support student learning or simply pass the time. Here’s a clear way to tell the difference: Six questions district leaders can use to evaluate any tool, along with a confident, research-based message for parents and board members.

The “L” in LETRS Is for Language! | Part One: Why the “L” in LETRS Matters More Than Ever

We’re making progress toward implementing science-informed literacy instruction, but something more is necessary.

The “L” in LETRS Is for Language! | Part Two: Early Language Development Predicts Literacy

Simple screening tests of language development, given at age 3, can predict the course of students’ later literacy.

The “L” in LETRS Is for Language! | Part Three: Teachers Need Language Knowledge—Not Just Programs

Research consistently shows that students who begin reading instruction with weak phonological skills often need support in related areas of language development as well.

The “L” in LETRS Is for Language! | Part Four: What Language-Rich Instruction Looks Like in Practice

Teachers who know about the layers of language and how they can be addressed are best equipped to support their students’ reading and writing progress.