Holly Lane offers examples for teaching literacy online and introduces professional development resources for online learning. This pdf has a link to the full video as well as relevant links to additional resources

This brief prepared by Regional Center 8 summarizes information on comprehensive state policies and practices to help meet expectations and mandates for 3rd grade literacy in Indiana.

This white paper summarizes research relevant to practical literacy instruction in remote and hybrid/blended environments with a focus on designing and delivering remote instruction, new literacies in online research and reading comprehension, and home-school partnerships.

Troubling results of the 2019 National Assessment of Educational Progress (NAEP) should trigger action on the part of state-level policymakers. This virtual conference from the National Association of ESEA State Program Administrators (NAESPA) featured presenters from the Comprehensive Center Network who discussed several validated steps states can take in prekindergarten through grade 3 to ensure reading success. The program included several implementation questions for states to consider for their work, examples of state initiatives to improve literacy outcomes, and additional resources forthcoming from the CCNetwork.

This document includes sample letters for notifying parents about screening for characteristics of dyslexia, requesting consent from parents for screening or intervention, notifying parents of screening results, and informing parents about changes to their child’s reading intervention.

This Rapid Response document developed by the Southern Regional Education Board (SREB) for the Region 6 Comprehensive Center contains a list of information sources and training opportunities for teachers to learn about dyslexia in general and within specific characteristics. These include dyslexia characteristics and instructional strategies to help students with dyslexia, and evidence-based literacy instruction, also known as “the science of reading” and “scientifically-based reading instruction.”

The recommendations in this resource offer general guidance on what to consider as you determine how to best continue your students’ language and literacy development. A table containing guidance and tech tools to support multi lingual learners with distance learning is also included.

The disappointing results of the 2019 National Assessment of Educational Progress--a dip in trajectory of reading proficiency for all students except those at the highest level of ability--are prompting states to consider new reading-related policies and actions. In State Policy Levers for Improving Literacy, Barbara Foorman describes the validated non-negotiable steps for ensuring Grade 3 reading success and offers advice about policies that SEAs can implement to guide and support actions at district and school levels.