The Campaign is a collaborative effort by foundations, nonprofit partners, states, and communities across the nation to ensure that more children in low-income families succeed in school and graduate prepared for college, a career, and active citizenship. The Campaign focuses on the most important predictor of school success and high school graduation — grade-level reading by the end of third grade.
Children from a variety of backgrounds struggle with learning to read. However, as described in this article, research points to one common reason they struggle, and common strategies to help them succeed.
Teaching reading is a complex process that draws upon an extensive knowledge base and repertoire of strategies. This article argues that many novice teachers are underprepared to teach reading effectively, and examines some of the reasons why.
Browse our library of evidence-based teaching strategies, learn more about using classroom texts, find out what whole-child literacy instruction looks like, and dive deeper into comprehension, content area literacy, writing, and social-emotional learning.
Browse this list of recommended books for teachers who work with children on the autism spectrum. Some of the books focus on how to create an inclusive classroom that works for all students, and others offer insight and advice on managing behavioral issues.
Learn from neuropsychologists and linguists on what we know (and are still learning) about how the brain learns to read — and how to use the science to improve literacy instruction. Authors also explore what is happening to the reading brain as it changes to adapt to new digital mediums.
Learn the basics of how a digital whiteboard works and potential benefits of using the technology in early literacy instruction. Results of a research study in a first grade classroom reveal that digital whiteboards are effective as an organizational tool for lesson preparation and followup instruction; provide opportunities for scaffolded learning; and stimulate greater student engagement.
