Resource Library

This resource bank aligns with the competencies and components of instruction required to develop a proficient level of knowledge in the Science of Reading and Structured Literacy within the Rhode Island Right to Read Act. 

Review the “Install This Research-Based Practice Instead” column below to see how you might disrupt practices to demonstrably boost your students’ achievement and allow more of your students to become strong and eager readers. Each characteristic described in the left-hand column presents an opportunity to redesign, adjust, or even radically alter instruction, and replace it with a new practice in the righthand column that is research-proven.

This study reveals that increasing access to diverse books in the classroom environment increases the amount of time that children spend reading, and positively impacts students’ reading scores. It also reveals that while educators almost uniformly believe that a diverse classroom library is important, most classroom libraries fall far short of representing or reflecting the current diverse student population. Additional research is needed to further understand the impact of diverse books.

As students progress through schooling, they are often faced with the challenges of comprehending informational and content area text. Informational texts are known for their use of text features. This guide takes you on a teacher’s journey to understanding the importance of teaching text features and shows you how to apply some of these activities in the classroom and with your students. 

This report examines the benefits of summer learning opportunities, drawing on research that attributes the achievement gap to a lack of access to quality summer programs. Recommendations for policymakers and researchers include tapping philanthropic organizations, spreading awareness, and collecting additional data on underserved populations.

The story of how Mississippi, Tennessee, and other states in the vanguard of today’s reading revolution have redesigned reading instruction and raised student achievement in thousands of public schools through state level leadership. The states profiled have addressed every aspect of early literacy, from how teachers and prospective teachers are trained to the curriculum they use, how students are assessed, and third grade retention.The report includes recommendations for other states as well as an appendix of each state’s literacy strategies and key legislation. 

This report published by the Alliance for Excellent Education finds that while reading and writing are closely connected, writing is an often-overlooked tool for improving reading skills and content learning. Writing to Read identifies three core instructional practices that have been shown to be effective in improving student reading: having students write about the content-area texts they have read; teaching students the writing skills and processes that go into creating text; and increasing the amount of writing students do.

Public and school libraries have a long history of supporting children’s emerging literacy. Libraries also have the resources to support adult and family literacy efforts, which have a lasting impact on children. The American Library Association (ALA) partnered with Reading Rockts to produce this free toolkit.

School psychologists play a critical role in the lives of children who are struggling to learn to read. Together, Reading Rockets and the National Association of School Psychologists (NASP) have created the Reading Rockets Toolkit for School Psychologists. The goal is to help professionals get more involved in the development of comprehensive research-based reading programs in their school districts, as well as apply evidence-based strategies to your assessments of students with reading difficulties.