Posts by:
It’s often said that a teacher’s two greatest loves are the love of learning and the love of learners. Looking through this lens, it should be of little surprise then that it was a one-time teacher who created what we now call Black History Month.
Adopting a structured literacy approach to reading instruction is a critical step for districts and schools looking to improve reading outcomes. Could it also be your district’s key to providing equitable opportunities for multilingual learners to help them acquire English oral and reading skills?
What is high-dosage tutoring, and does it really make a difference for students?
Imagine the next time national 4th grade reading comprehension results of the National Assessment of Educational Progress (NAEP) were released, we already knew what they would say.
The 2024 National Assessment of Educational Progress (NAEP) scores have revealed what educators feared — 4th and 8th grade reading test results have continued to slide downward.
The impact of high-impact tutoring on the education system in recent years is hard to overstate. The number of school districts providing this intensive form of supplemental instruction has skyrocketed in recent years, and school leaders who have signed on report big benefits.
As districts move to replace the “whole language approach” to reading instruction with methods that are aligned to the Science of Reading, administrators have a fresh challenge on their hands — how to get rid of whole language for good.
Big changes for Massachusetts reading instruction are on the horizon, and there’s good news for school districts. More funding may be available to help your students succeed.
How do schools increase parental involvement in their children’s reading performance? It’s a question district and school leaders have been grappling with for years, but finding the answers may be more important now than ever before.
The research on what happens if 1st graders haven’t reached a 1st grade reading level by the end of the school year has made one thing perfectly clear — students who need extra support to learn to read cannot wait for help. Reading intervention should begin in the primary grades, and it must be evidence-based.