Blog Post Resources for Literacy Learning

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.

The “L” in LETRS Is for Language! | Part Five: Standards, Guidelines, and Policies

What new policies could improve on the models often cited or the “five essential components” approach?

From Balanced Literacy to Structured Literacy: 1 Teacher’s Perspective

Discover the key differences in balanced literacy vs. Structured Literacy. See how Beth Carstens used research-based methods to transform her classroom.