Impaired phonological processing is characteristic of dyslexia and thought to be a basis for difficulty in learning to read. A recent study suggests that how people with dyslexia hear language may be more important than previously realized.
Children who attend high-quality pre-kindergarten programs are more likely to graduate from high school, says a report from the National Association of Elementary School Principals (NAESP) that calls on states and communities to build an aligned system
"If language experiences are not rich, then where is your interest to retain them?" says Janice H. Im of Zero to Three: the National Center for Infants, Toddlers and Families.
According to the National Assessment of Educational Progress (NAEP), about fifty percent of low-income fourth graders in our nation's schools are unable to read at a basic level.
In January 2010, the Cooney Center and the Stanford Educational Leadership Institute convened a Digital Age Teacher Preparation Council to look at current practices for teaching young children and to design a professional development action plan for in
This report summarizes 12 peer-reviewed, high-quality research studies between 1995 and 2005 and synthesizes their findings on the effects of extensive reading interventions (comprising at least 100 instructional sessions) for struggling K-3 readers.
This snapshot of five recent research studies addresses reading and literacy in the early grades. Policy recommendations on practices that matter are included for each of the five studies.
The report looks at the effect of various combinations of pre-k and kindergarten on third grade reading skills, a key predictor of future academic success.
This report identifies and describes key partnerships that National Education Association members have forged in 16 communities to help close achievement gaps, improve low-performing schools, and transform relationships between schools and their communiti
Response to Intervention (RTI) has the potential to affect change for English language learners (ELLs) by requiring the use of research-based practices based on individual children's specific needs.