A veteran reading teacher shares takeaways from her ‘Teachers as Readers’ learning group. What teachers need: enough time to teach language arts, well-stocked classroom libraries, student input, and meaningful professional development.
Everybody Wins! is a privately-funded non-profit organization devoted to increasing children’s prospects for success in school and in life through one-to-one reading experiences. POWER LUNCH is a lunch-time literacy and mentoring program pairing elementary school students with adult volunteers.
Learn about Multi-tiered Systems of Support (MTSS) and how it can provide whole-child support for all the growing readers in your school. Explore how the MTSS framework aligns with Tier 1 instruction and Tier 2 and Tier 3 intervention. You’ll also get an overview of the science of reading and what we know about evidence-based instruction.
A major goal of education reform is to incorporate the findings from clear, consistent, and convincing scientific research into the day-to-day operations of schools to help create a culture of evidence-based practices to promote high-quality instruction and, as a result, improved student outcomes. From 20 meta-analyses or qualitative research syntheses, a list of 36 writing instruction and assessment practices organized into 10 different essential component categories emerged and are described in this guide.
All parents want their children to receive the best education possible. One way to help your child succeed is to know if the school is using effective teaching and intervention practices. But how can schools and parents know if a practice is effective? One method is to see if there is any research or “evidence” to prove that the practice works. This handout explains the meaning of “evidence-based practices” and why they are important. It also lists resources where parents can learn more.
Research shows that students need at least 90 minutes of uninterrupted reading instruction each day to become strong readers, and that this instruction must be systematic, explicit, scaffolded, and differentiated across the classroom.
