Topic: Early Literacy

As part of the Meadows Center “10 Key” series, this document provides ten research-based recommendations to support schools, districts, and states in identifying and implementing explicit instruction at the elementary and secondary levels. Several brief scenarios provide specific examples...

This infographic provides an overview of general strategies to support learners in reading across the content areas and highlights data specific to the Pacific Islands region. It also includes tips for working with English learner students and students with...

This intervention report discusses the Pathway to Academic Success Project, which aims to train teachers on strategies to improve English learners’ reading and writing skills....

This toolkit, developed based on research conducted through an Institute of Education Sciences grant, introduces five evidence-based instructional practices for students with disabilities. The toolkit defines each practice and provides excerpts of teaching demonstrating the practice. The toolkit also...

Children start building their vocabulary very early in life. Vocabulary is more than the words a child knows; it is how they communicate. Students communicate by listening, reading, writing, and speaking, and students with large vocabularies are more successful...

This document from the Meadows Center shares 10 key policies and practices that all teachers can put in place right now in their instruction. The research indicates that the value of time, screening, and explicit instruction make a difference...

This infographic from the Regional Education Laboratory Southeast helps clarify literacy assessment terms used in the Science of Reading....

This report helps educators identify, select, and evaluate high-quality kindergarten entry assessments.  ...

This IES practice guide presents four evidence-based recommendations for teaching foundational K–3 reading skills....

This paper notes the differences between “learning to read” and “reading to learn,” highlighting the fact that “reading to learn” in the upper grades involves layers of complexity often unaddressed in other studies. The authors explore the more sophisticated...