Find recommended websites, downloads, and videos from reliable sources.
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Beyond the Books: Tips to Get Your Child to Read More
Florida Center for Reading Research
This infographic provides tips for your child to read more.
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What do teachers need to know about young dual language learners with disabilities?
The Iris Center
A webpage to introduce measures and pratices that can help teachers to distinguish whether a child has a developmental delay or disability and collect their learning process in language learning. Included five strategies designed to address common issues.
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Reading 101 for Parents: Comprehension
Reading Rockets
This webpage discusses the role of comprehension in reading, and offers insights into various strategies for parents to help to improve a child’s comprehension skills.
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User Guide for Sample Reading Lessons
National Center on Intensive Intervention
A pdf that provides examples of readin lessons for educators to use to achieve the best outcome in childs literacy.
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Academic Assessment, Instruction, and Intervention for English Learners
Center on Technology and Disability
Resources aimed to support English learners (ELs) with individualized instruction that cover general instructional practices, MTSS, special education considerations, implementation strategies, and support for family involvement.
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The Simple View of Reading
Reading Rockets
An article to provide a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and language comprehension.
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Success Stories
International Dyslexia Association (IDA):
List of examples of men and women with dyslexia who have found success in their lives. Includes several hyperlinks to individuals stories
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Supporting Oral Language and Vocabulary Development
Florida Center for Reading Research
A text that outlines ways to support oral language and vocabulary development at home for families with kidsin kindergaten. iNcluding asking response questions and modelling complete sentences.
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Meeting the needs of English learners with disabilities: virtual, hybrid, and returning to in-person instruction
Center on Technology and Disability
Supports for English learners (ELs) with disabilities, particularly in virtual or hybrid learning. As schools transition back to in-person instruction, these materials aim to support learning recovery and enhance support systems for ELs with disabilities.
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What Research Tells Us About Reading, Comprehension, and Comprehension Instruction
Reading Rockets
An article explains the active process of constructing meaning, and how good readers consciously employing comprehension strategies in reading comprehension.
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Illinois HB3700 School Code Regarding Reading Disabilities
Illinois General Assembly
Illinois law concerning assessment, professional development, and invervention codes related to reading disabilities.
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Pennsylvania Assembly Bill 69
Pennsylvania Legislature
A law defining dyslexia in Pennsylvania, and describing screening and early intervention regulations.
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Collaborating with Families Module
IRIS Center & PACER Center
This one‐hour module developed jointly by the IRIS Center and PACER Center is designed to help teachers build positive relationships with families, highlighting the diversity of families and addressing the factors that school personnel should understand about working with the families of children with disabilities.
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Interactive and Dialogic Reading: Observing and Reflecting on Classroom Practice
Doing What Works
This checklist can help coaching staff focus classroom observations and structure discussions during feedback conferences.
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Creating Individual Professional Development Plans
Doing What Works
Here is a worksheet for coaches that can help tailor professional development activities to the individual needs of your teachers. Assess teacher progress toward program goals and objectives to plan the type of coaching and other professional development supports that are needed to improve instruction.
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Providing Phonological Awareness Instruction
Doing What Works
Dr. Landry describes the developmental continuum of phonological awareness and why it is important to address skills at the highest level of the continuum, including linking letters and sounds.
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Teacher Self-Assessment: Improving Systematic Instruction
Doing What Works
This tool can be used by reading specialists, coaches, and teachers to reflect on their implementation of systematic and explicit teaching strategies during small group and one‐to‐one tiered interventions.
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Steps for Monitoring and Graphing Progress
Doing What Works
Watch a literacy coach discuss how to help teachers conduct progress monitoring.
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Screening and Intervention Record Forms
Doing What Works
Watch a literacy coach discuss universal screening in Pennsylvania.
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RtI Readiness Self-Assessment Tool for Elementary Schools
Doing What Works
This self‐assessment tool is organized around ten readiness categories (e.g., data‐based decision making, leadership, and professional development). Action steps are identified for each category.