Making the teaching of reading into a research-based profession requires that research findings be trustworthy and understandable to the classroom teacher. This article summarizes recent initiatives to improve the use of reading research in the classroom, and argues for increased efforts in these areas.
This article discusses current research-supported instructional practices in reading and writing. It also reviews alternatives to ability-achievement discrepancy in identifying students for special education services, as well as introduces the idea that ability-achievement discrepancies should be based on specific cognitive factors that are relevant to specific kinds of learning disabilities rather than Full Scale IQ.
Browse our resource library (including research briefs and guides), expert Q&A, glossary, quotes about reading, educational apps, books about reading, writing, and instruction — and more!
Browse our library of research briefs, guides, literacy organizations, and literacy-focused web resources. Filter by topic and resource type to quickly find the resources you’re looking for.
Respectful redirection is a quick, in-the-moment classroom strategy to give corrective, clear feedback to students in a neutral way. Learn how to use this strategy, why it works, and see it in action.
In this overview, learn how to capitalize on the benefits of incorporating different types of technology in literacy instruction (such as electronic books, and reading intervention programs) while minimizing the potential pitfalls.
The purpose of this National Joint Committee on Learning Disabilities (NJCLD) report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). A brief overview of the approach is provided, including attributes, characteristics, and promising features, as well as issues, concerns, unanswered questions, and research needs.
Speech-language pathologists (SLPs) can play a number of important roles in using RTI to identify children with disabilities and provide needed instruction to struggling students in both general education and special education settings. But these roles will require some fundamental changes in the way SLPs engage in assessment and intervention activities.
Learn more about the four recommended practices in Response to Intervention (RTI): universal screening; progress monitoring and differentiation; systematic skill instruction; and system-wide implementation.
This article briefly highlights the knowledge base on reading and RTI for ELLs, and provides preliminary support for the use of practices related to RTI with this population.
Learn what questions to ask about Response to Intervention (RTI), an approach to helping struggling learners that is gaining momentum in schools across the country. This article from the National Association of School Psychologists tells you the most important features of the process, key terms, and RTI’s relationship to special education evaluation.
Helping struggling readers in the general classroom is a challenge, but The Access Center offers a solution. By using Response-to-Instruction’s tiered approach and Universal Design’s equal access philosophy, you can bridge the gap so that you are truly leaving no child behind.
Response to Instruction (RTI) and Universal Design for Learning (UDL) are two great ideas for making sure the curriculum reaches all students. Learn about how you can implement these ideas as part of your regular routine in the general education classroom.
