This guide, produced by @REL_SE, is intended to help district- and school-based practitioners conduct self-studies for planning and implementing #literacy interventions in grades 3-8.

When universities promote “learning styles” they are perpetuating a myth that is not backed by scientific research (see course syllabus below). If YOUR university is propagating these myths, here are some great resources to share with them: Article📘 Webinar 💻 Podcast 🎧 with @DTWillingham @C_Hendrick

Intermediate grade teachers feel so much pressure to teach to the reading comprehension standards. They need permission to start where kids are and teach the word recognition skills that support reading comprehension. Differentiation required. Not all whole group.

"My one main concern with Tier 3 instruction is that it too often involves increased amounts of isolated skill work and focuses only on phonics...They must get increased amounts of the application of phonics skills to reading and writing." Wiley Blevins #literacy

PA instruction effects improved with increasing dosage up to 10.2 hours of instruction (dmax = 0.74), after which EFFECTS DECLINED. Results held for students at-risk for reading disabilities and basic PA skills instruction.

The wait-and-see approach is a losing proposition: "Students who are not reading proficiently in third grade are 4 times more likely to not graduate high school." "Hispanics or Black students who are not reading proficiently in third grade are 6 times more likely drop out or to fail to graduate high school." "Low-income students who are not reading proficiently in third grade are 8 times more likely dropout or fail to graduate high school."