Blog Series
Recent Blog Posts
The Role of Structured Literacy Instruction in Every Child's Education
Posted on December 1, 2021
  • Louise Spear-Swerling, Ph.D.
  • Structured Literacy

Structured Literacy (SL) approaches share a focus on certain types of content, and they exemplify specific instructional features.

What Makes Intervention Instruction More Intensive?
Posted on November 2, 2021
  • Dr. Stephanie Stollar
  • Voyager Passport

One pervasive myth about dyslexia is that students with this neurobiological difference can’t or won’t learn to read. Fortunately, research indicates that this is not the case.

Understanding Dyslexia Today: An Interview with Dr. Suzanne Carreker and Lee-Ann Tolfree Mertzlufft
Posted on October 5, 2021
  • Dr. Suzanne Carreker
  • Lee-Ann Tolfree Mertzlufft

Dyslexia, the most common learning disability, affects as much as 15% to 20% of the population. What exactly is this learning difference? How can educators better understand dyslexia? And how can we best meet the needs of students with dyslexia today?

Screening for Dyslexia: Not a “One-and-Done” Event By Dr. Ruth Kaminski, Acadience Learning
Posted on October 5, 2021
  • Ruth Kaminski

Reading disorders, including dyslexia, are an important issue meriting our attention. As of this writing, almost all 50 states have legislative rules and guidelines for identifying dyslexia (National Center on Improving Literacy). As someone who has spent over 30 years developing and researching assessments for the purpose of preventing reading disabilities, I believe it is time to reflect on what is known about screening and assessment and ask, “How does screening specifically for dyslexia differ from best practices in screening to prevent reading difficulties?”

Elementary Literacy Intervention: What You Need to Know This School Year
Posted on September 23, 2021
  • Hannah Irion-Frake

The simple view of reading states that reading comprehension is the product of word recognition and language comprehension. This simple, yet powerful, equation informs both my beginning-of-the-year assessments and the reading interventions I provide for my third-grade students. Since my end goal is reading comprehension, I need to assess and support my students in both their word-recognition skills and their language comprehension abilities

Intensifying Literacy Instruction: COVID’s Silver Lining
Posted on September 14, 2021
  • Marilyn Sprick

During normal times, two groups of students have been at the heart of my literacy work. They are our fragile readers—fragile because they are young and just beginning to read, or fragile because they are older students who haven’t read well for years. As we navigate through these COVID years, we continue to hear messages of hope for these students.