Topic: Evidence-based
A systematic review of all 50 state education agency websites revealed that Response to Intervention (RTI) has evolved since the first decade of implementation. What does it look like now?
In this video, Deputy Director Nancy Nelson, Professional Development Coach Jess Surles, and Elementary School Teacher at Easterly Parkway, Jaymie Raymey discuss effective remote teaching strategies and how to address learning loss due to interrupted learning due to the pandemic.
Response to Intervention (RTI) has been promoted as a valid method for identifying learning disabilities, but questions remain about how it should be used. This study examined how individual student differences predicted response to a reading comprehension intervention using different measures as well as different definitions of “response.”
In this study, second and third Grade students who scored at or below the 10th percentile on a fall reading screener received a targeted Tier 2 reading intervention. The findings underscore the importance of small group reading interventions, including for students with the lowest reading skills.
Researchers conducted a meta-analysis involving studies conducted over the last 4 decades that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia. They were primarily interested to know the factors and characteristics which were consistently associated with effective interventions and outcomes.
This brief and infographic detail the intensification process and describe what and how to teach students who struggle with reading including what to teach and how to teach.
Reading the Room Discussion Series
This Reading the Room panel will discuss preparing pre-service candidates to use evidence-based methods to teach reading, especially after the instructional disruptions caused by COVID-19.
The Literacy For All Series
This session wil discuss the characteristics of strong reading screening assessments and investigate the pre-literacy and early literacy areas (or behaviors) that are predictive of future reading success.
Effective reading instruction incorporates five components including phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. These five components of reading are all linked. Phonemic awareness, phonics, fluency and vocabulary all build up to reading comprehension, which is the goal of reading.
This Educator’s Toolbox, developed in Partnership with The Reading League Journal, describes some best practices that educators can use in their classrooms to help ELs acquire the language and literacy skills needed to succeed academically.
Get started on your Science of Reading journey with these highlights about what it IS and what it IS NOT.
Reading the Room Discussion Series
Watch the recording of the Reading the Room webinar on the state of the science of reading for supporting students with reading disabilities.
This toolkit helps families learn about evidence-based literacy practices in preschool through grade three and how they can be used to support all children's literacy needs in schools.
The term evidence-based is defined by the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA). According to ESEA, evidence-based programs are supported by strong, moderate, or promising research evidence of their effectiveness; or they demonstrate a rationale that they can improve a targeted outcome. NCIL supports the implementation of approaches with the highest levels of evidence supported by rigorous evaluations.
Evidence-based Resources
Watch this video to learn what "evidence-based" means according to the Every Student Succeeds Act.
Topic: Evidence-based
This comprehensive guide is a must-have for SEA's seeking to improve their use of evidence-based practices.
Topic: Evidence-based
In this hour and half video presentation, two nationally recognized experts and a classroom teacher who presented at the 2022 OSEP Leader and Project Directorsâ Conference explain what comprehensive literacy instruction looks like for students with significant cognitive disabilities.
Topic: Evidence-based, Instruction, Reading Disabilities
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2024 National Center on Improving Literacy. https://www.improvingliteracy.org
