For teachers to help more children learn to read, their own learning must be a valued and integral part of their work. Here are guidelines for the conditions for and content of effective professional development in reading.
There are often challenges to creating strong family and school partnerships. Here are tips for schools to face these challenges in order to make parents feel more comfortable and get more involved in their children’s education.
Leaders at the Arlington County (Virginia) NAACP call on the Superintendent of APS Public Schools to adopt evidence-based reading instruction in every district K-3 classroom. Our children’s literacy is a critical civil rights and equity issue. Every child has the right to consistent, high-quality instruction.
Recent research has identified strategies that have the potential to improve reading among students in grades 4–9 with reading difficulties. Research is distilled into practical recommendations educators can use when providing reading interventions. This guide details four evidence-based practices designed to be used by special educators, general education teachers, reading specialists and coaches, administrators, and parents.
Both public and school libraries are community centers at heart, with the same goal: to provide a safe, welcoming environment for all patrons and access to information in a variety of formats. When public and school librarians and library workers engage in collaboration, community members reap the benefits. This toolkit includes context and suggestions for creating partnerships of all sizes.
PLA’s purpose is to advance the development and effectiveness of public library service and public librarians. The association exists to provide a diverse program of communication, publication, advocacy, continuing education, and programming for its members and others interested in the advancement of public library service.
