Scaling up scientifically validated interventions involves attending to characteristics of the distinct contexts to which scale-up occurs. Here, we describe Read It Again!, a 30-week curriculum supplement designed to enhance early educators' explicit teaching of early literacy skills. Designed for scalability, the open-source curriculum supplement…

Young children's development takes place across multiple strands to support readiness for literacy and other academic learning. These strands include: (1) physical development; (2) social engagement; and (3) language development. This article describes some common things that can be looked for within each of these strands when children are three…

To address the evidence gap in making effective language of instruction (LOI) decisions, we propose a systematic review of the role of LOI choices in education programs and policies on literacy outcomes in multilingual educational contexts in low- and middle-income countries (LMICs). Grounded in a multidisciplinary theory of change (ToC)…

A Michigan school district established a districtwide reading board as a different but necessary alternative to a response to intervention model. The reading board sought a new way to acknowledge the depth and breadth of individualized diagnoses, instructional needs, and social justice in their school district. In addition, the reading board…

This updated Louisiana Comprehensive Literacy Plan contains the following sections: (1) Louisiana's Literacy Pillars; (2) Literacy Data from the Fall 2021 Assessment Reports; (3) Louisiana's Literacy Mission & Goals; (4) Louisiana Believes We Can Achieve Improved Literacy Outcomes; (5) BESE Policies Supporting Literacy; (6) Louisiana State…

Motivating today's adolescents to read is a challenge. This article discusses the kinds of literacy instructional practices that leverage what we know about adolescent motivation. It also reviews several evidence-based literacy interventions designed to engage and motivate adolescent readers that can potentially lead to improvements in student…

Motivating today's adolescents to read is a challenge. Martha Abele Mac Iver, Marcia H. Davis, and Douglas J. Mac Iver discuss the kinds of literacy instructional practices that address what we know about adolescent motivation. They also review several evidence-based literacy interventions designed to engage and motivate adolescent readers that…

A member of the literacy professoriate, it is expected, has undertaken a program of preparation that leads to a breadth and depth of professional knowledge supporting a career of impactful scholarship along with the training of future generations of literacy teachers, specialists, and often professors. Yet, while current members of the literacy…

Many students in the United States struggle to achieve proficiency in writing. Writing is an important skill to develop, as it is a way for students to communicate what they know and integrate knowledge and critical thinking skills. A lack of writing proficiency can have a significant impact on academic performance in secondary school and on…

This document summarises key findings from research on how to better support students who enter secondary school with gaps in their foundational literacy and numeracy skills. It includes: (1) a national survey of secondary school staff -- accompanied by in-depth interviews -- which explores the support currently offered to these students, and…

This Louisiana Comprehensive Literacy Plan contains the following sections: (1) Louisiana's Literacy Pillars; (2) Literacy Data from the Fall 2020 Assessment Reports; (3) Literacy Mission and Goal; (4) Early Literacy Commission (ELC) Recommendations; (5) Louisiana Believes We Can Achieve Improved Literacy Outcomes; (6) Current Legislation…

Children with language impairment (LI) are at an elevated risk for reading difficulties, particularly if their language difficulties are present at the time of formal schooling entry. Learning to read is heavily dependent on linguistic knowledge, specifically phonological knowledge for word decoding and language comprehension for reading…

This rubric was developed for the analysis of intervention programs against the criteria of implementing the four recommendations and accompanying action steps presented in the IES Practice Guide "Providing Reading Interventions for Students in Grades 4-9" for the Adolescent Literacy Intervention Selection Tool (A-LIST). Each item in…

This is the protocol for a Campbell systematic review. Our primary objective for this systematic review is to examine if preschool and school-based interventions aimed at improving language, literacy, and/or mathematical skills increase children's and adolescents' executive functions. As a secondary objective, we will examine how the effects of…

Year 4 continued the Adolescent Literacy Intervention Selection Tool (A-LIST) development work from Year 3 and focused on reviewing the degree to which selected adolescent interventions support evidence-based recommendations. To inform that review, Region 1 Comprehensive Center (R1CC) and the Massachusetts Department of Elementary and Secondary…