The Knowledge and Practice Standards define the knowledge and skills that all teachers of reading should possess to teach all students to read proficiently. These competencies can be used to guide professional development for educators.
Dr. Stephanie Stollar’s workshop on MTSS for IDA Ontario explores a more evidence-based systems framework that supports evidence-based systematic and explicit instruction. See Part 1 and Part 2. Use this Viewer Guide, developed by IDA Ontario, to support your learning, or to unpack content with colleagues in a professional learning community.
This workshop provides an introduction to multi-tiered systems of support (MTSS) as the framework for implementing the science of reading in elementary schools. A clear description of MTSS will be contrasted with the current service delivery models it is designed to replace. Participants will have an opportunity to reflect on the components of MTSS in…
This workshop provides an introduction to multi-tiered systems of support (MTSS) as the framework for implementing the science of reading in elementary schools. A clear description of MTSS will be contrasted with the current service delivery models it is designed to replace. Participants will have an opportunity to reflect on the components of MTSS in…
This infographic highlights how students unlock the power of reading to learn. In the early years, children gain vocabulary, knowledge, and understanding of their home language through listening. This can be boosted by engaging in meaningful conversations, listening to stories read aloud, and exposure to knowledge and vocabulary-building media. While this is a powerful and…
In this International Dyslexia Association Perspectives article, authors Tanya S. Wright and Susan B. Neuman explore the topic of content-rich vocabulary instruction. The article explains why vocabulary instruction is essential and what it is. It provides five meaningful ways to increase vocabulary instruction in the classroom, including how to create a vocabulary-rich environment, ways to…
In this International Dyslexia Association Perspectives article, author Jennifer Wells Greene defines academic vocabulary and discusses what makes it different from other types of vocabulary. The article outlines key priorities for word learning and provides several activities to promote vocabulary acquisition in the classroom.
In this PaTTAN Literacy Symposium learning module, Judi Dodson explains oral language’s role in reading comprehension. She examines language development and its impact on reading comprehension and provides meaningful and practical activities that can be easily implemented in the classroom. A printout of the slides is included for future reference.
Intensive intervention helps students with severe and persistent learning needs, including students with learning disabilities. Data-based individualization is an approach to intensive intervention. This website provides an outline of the steps of data-based individualization, walking educators through each step.
This episode of Reading Road Trip covers various aspects of coaching, including improving communication, setting and achieving goals, utilizing data in an MTSS model, and supporting administrators. Discussion Guide
In this Reading Universe document, Reid Lyon summarizes, in plain language, what research has learned about reading development in the last 50 years. This resource will support Educators in professional development with a concise list that includes selective of studies that underlie each maxim.
In this International Dyslexia Association Perspectives article, author Elsa Cárdenas-Hagan highlights considerations for multi-lingual learners around vocabulary instruction and provides evidence-based instructional practices to support their progress. The article explains the need for morphological instruction and support for middle school students and outlines special considerations for language development for multi-lingual learners.
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