Literacy
RELs work in partnership with states and districts to 1) conduct original high quality research, 2) provide training, coaching, and technical support, and 3) disseminate high quality research findings about how to improve students' ability to read and write clearly. A selected list of resources developed by the REL Program appears below.
Partnerships
Publications
- Factors Associated with Third Grade Reading Outcomes of Students in the Commonwealth of the Northern Mariana Islands (CNMI) Public School System (REL Pacific, September 2021). This study will document differences in the demographic characteristics and early elementary schooling experiences of CNMI students who do and do not reach proficiency in reading by grade 3. In addition, the study will provide information to the Partnership, the jurisdiction, and the region about patterns of participation in the Head Start program.
- Receipt of professional development and literacy outcomes in grades P–2 in Chicago Public Schools (REL Midwest, September 2021). Chicago Public Schools (CPS) has committed to a balanced literacy approach and has some preliminary findings that their approach to professional development in priority schools is building teacher capacity to support children's literacy development. The Midwest Early Childhood Education Research Alliance and REL Midwest are conducting a study to help CPS extend their learning about what type and dosage of professional support (i.e., the approach taken in priority schools versus the approach taken in non-priority schools) matters for supporting teachers in implementing effective literacy instruction and whether it matters differently for certain subgroups of teachers and students. The district will use the findings from this research to refine its approach to providing professional support for its P–2 teachers and will then decide whether and how to scale it up to classrooms district-wide.
- Progress of Arizona Kindergartners toward English Proficiency in Grade 3 by English Learner Student Classification (REL West, August 2020). For this study, REL West will use existing state data to help establish baseline information about literacy and language attainment of non-native English speakers in the early grades, better understand the characteristics of students who might need the most support, and examine the characteristics of schools where these students are enrolled. This study goes beyond previous analyses by examining how language and literacy outcomes of non-native English speakers, including students not identified as English learner students, vary by student and school characteristics.
- A Teacher's Guide to Supporting Family Involvement in K–3 Literacy (REL Southeast. The Teacher's Guide to Supporting Family Involvement in K–3 Literacy will be a suite of resources teachers can use with families to encourage and facilitate literacy support for children at home. The suite of resources will be grade-specific and include a Teacher Guide, a Family Resource Packet, and videos.
- Systematic review of the literature on the effectiveness of early childhood education curricula and instructional practices on language and literacy development (REL Southeast, July 2021). The REL Southeast has been asked by members of the Southeast School Readiness partnership to provide an up-to-date systematic review of the literature on effective early childhood education curricula and instructional practices on language and literacy development. The REL Southeast will conduct a comprehensive systematic review of research covering the last 20 years (1997–2017) using What Works Clearinghouse standards for evaluating effectiveness to identify curricula and instructional practices for improving early childhood language and literacy development.
- The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5 (REL Southeast, April 2021). The REL Southeast is testing the impact of Word Knowledge instruction, which consists of daily 15-min lessons for 20 weeks created by Wood and Bustamante (2017). The REL Southeast will randomly assign grade 5 English language arts (ELA) teachers within each school to implement either Word Knowledge Instruction or control ELA instruction (that is, business-as-usual ELA instruction). Approximately 44 schools, 120 grade 5 teachers, and 3,907 grade 5 students will participate during the 2018/19 school year.
- A Tool for Integrating Foundational Reading Skills into Courses for College Instructors of Pre-service Teachers (REL Southeast, February 2021). There are two goals for the proposed product. The first goal is to improve pre-service teacher preparation in delivering reading instruction so that when teachers are hired they are better equipped to teach foundational reading skills to students in their classrooms. The second goal is to produce a tool that teacher educators may use to access What Works Clearinghouse resources focused on foundational reading skills in a way that is relevant and applicable for pre-service teachers.
- Analysis of Illinois District-Level Reading Achievement Outcomes in Kindergarten and Grade 1 by Student Characteristics (REL Midwest, February 2021). This Regional Educational Laboratory (REL) Midwest descriptive study has a goal of examining whether reading achievement gaps observed in two districts in Illinois are present in kindergarten; if so, to examine whether those gaps widen for some subgroups of students more than others as they move across kindergarten into grade 1.
- Self-study guide for Literacy Coaching in PreK to Grade 12 (REL Southeast, February 2021). This self-study guide for grades PreK–12 will provide a template for a team of state, district, and school leaders to assess their implementation of a literacy coaching program and facilitate a consensus-building planning session for potential improvements.
- Developing an Early Literacy Professional Learning Community (REL Southeast, December 2020). This tool will offer a collaborative learning experience for early childhood educators to expand their knowledge of evidence-based emergent literacy key ideas and strategies. The final product will include a Facilitator Guide, a Participant Guide, and preschool classroom videos.
- Neighborhood Influences on the Quality of Child Care Centers in North Carolina (REL Southeast, October 2020). This study seeks to build an understanding of the extent to which high quality of early childhood education is dependent on geographically-linked factors. Specifically, in addition to more commonly included provider-specific factors (for example, funding source), this study will investigate the influence of such factors as greater competition for families in urban communities and the limited provider access to well-educated and trained ECE teachers in rural communities further from postsecondary institutions.
- Predicting grade 3 reading assessment performance in North Carolina: Risk prediction and instructional implications (REL Southeast, August 2020). State-level policymakers in North Carolina want to understand the relationship between the screening and progress monitoring assessments administered in each grade and the grade 3 end-of-grade assessment, and use these relationships to identify decision rules for identifying students who are at risk of poor performance. This study will examine these relationships using a longitudinal sample of students who participated in the grade-level assessments from kindergarten through the end of grade 3, and generate, if possible, decision rules for identifying students at risk of poor performance in reading.
- Self-study guide for implementing adult education evidence-based literacy practices: A blueprint for change ( REL Southeast, May 2020). The Self-study guide for implementing adult education evidence-based literacy practices: A blueprint for change tool will provide a template for a team of adult educators to assess their implementation of an adult education program's literacy practices and discuss potential improvements. This process can be applied to different populations and settings including English learner programs, adult basic education programs, and corrections programs.
- Self-Study Guide for Implementing Adult Education Evidence-Based Literacy Practices (REL Southeast, May 2020). The purpose of this self-study guide is to help adult literacy education providers collect, organize, and analyze evidence that they can use to improve program performance. It was designed to help educators consider which types of evidence to collect and which components of adult education instruction may be important for evaluating implementation. Sources of evidence for this review include records and data such as lesson plans, rosters, and student results confirming that processes are in place to monitor teacher and student success. The components important to evaluation of implementation were determined based on a thorough review of the literature on adult education.
- School Leader's Literacy Walkthrough for Grades 4–12 (REL Southeast, March 2020).The School Leader's Literacy Walkthrough for Grades 4–12 will be a user-friendly tool for school leaders based on evidence-based literacy practices that will help them recognize the specific literacy components and aspects of instruction they should see as they conduct their typical classroom walkthroughs in grades 4–12.
- School Leader's Literacy Walkthrough for Grades 4–12 (REL Southeast, March 2020). This tool was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4–12 classrooms and students' independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year. The tool consists of three parts to be used with students in three grade bands: grades 4 and 5, grades 6–8, and grades 9–12. The first is the Pre-Walkthrough Meeting Guide, for use in all grade bands, to facilitate conversation between school leaders and teachers before the walkthrough. The second is a set of eight walkthrough checklists, differentiated by grade band and classroom type (that is, whole class, English language arts class, content area class, and literacy intervention class), which are based on best practices in literacy instruction. The third is the Post-Walkthrough Meeting Guide, for use in all grade bands, to facilitate debriefing between school leaders and teachers.
- What Tools Have States Developed or Adapted to Assess Schools' Implementation of a Multi-Tiered System of Supports/Response to Intervention Framework? (REL Appalachia, March 2020). Most states use a multi-tiered system of supports (MTSS) or response to intervention (RTI) framework for improving the quality of instruction for all students and addressing the needs of students at risk for poor learning outcomes. Many states have developed tools to help districts and schools calibrate their MTSS/RTI implementation to their state's expected practices. This report describes the features of 31 tools that 21 states have developed or adapted to assess key MTSS/RTI practices that are informed by the research literature.
- Adoption of, enrollment in, and teacher workload for the Expository Reading and Writing Curriculum in California high schools (REL West, October 2019). The Expository Reading and Writing Curriculum (ERWC) is a college preparatory English language arts course designed to enhance the abilities of students through rhetorical analyses of compelling issues and interesting texts. This study was designed to explore the characteristics of schools that have adopted the ERWC, the characteristics of students enrolled in the course, and the teacher workloads for the course. The study was also intended to inform a wider audience of policymakers and educators who are interested in strengthening postsecondary readiness by expanding opportunities for high school students to take courses similar to the ERWC.
- Examining school-level reading and math proficiency trends and changes in achievement gaps for grades 3–8 in Florida, Mississippi, and North Carolina. (REL Southeast, April 2017). This proposed study uses a sophisticated statistical modeling approach to better understand trends in state achievement data. This study will be the first to utilize school level growth curve modeling to investigate achievement trends in reading and mathematics for grades 3–8 in Florida, Mississippi, and North Carolina.
- Educator outcomes associated with implementation of Mississippi's K–3 early literacy professional development initiative. (REL Southeast, April 2017). Beginning in spring 2014, the Mississippi Department of Education offered all K–3 teacher and administrators intensive professional development in teaching reading to elementary students. The state is partnering with the REL Southeast to analyze growth in teacher knowledge and changes in instructional practices as teachers and administrators are exposed to the professional development.
- The Relative Effectiveness of Two Approaches to Early Literacy Intervention (REL Southeast, February 2017).The purpose of this study is to address the question of what is an effective early literacy intervention to help struggling students in grades K–2 become successful readers. Two approaches to early literacy intervention are compared: an approach utilizing instructional materials embedded within the adopted core curriculum and a standalone approach consisting of evidence-based instructional materials.
- Rubric for Evaluation of Reading/Language Arts Instructional Materials for Kindergarten-Fifth Grade. (REL Southeast, January 2017). Aligned to Contemporary State Standards and Rigorous Research. Members of the Improving Literacy Alliance in the Florida Department of Education requested that the REL Southeast develop a rubric to use in evaluating reading/language arts instructional materials in grades K–5. The REL Southeast will use recommendations from six IES What Works Clearinghouse (WWC) practice guides as the basis for developing the rubric.
- Measuring Implementation of the Response to Intervention Framework in Milwaukee Public Schools (REL Midwest, November 2016). Nearly all members of the Urban Research Alliance represented districts having one or more elementary schools categorized as "priority" or "focus" schools that were targeted for improvement. Because response to intervention (RTI) is one of the most frequently listed turnaround strategies employed by these schools, alliance members expressed a need for more information on ways to assess whether schools are implementing the RTI framework as intended.
- Predicting Math Outcomes from a Reading Screening Assessment in Grades 3–8 (REL Southeast, September 2016). District and state education leaders and teachers frequently use assessments to identify students who are at risk of performing poorly on end-of-year reading achievement tests. This study explores the use of a universal screening assessment of reading skills for the identification of students who are at risk for low achievement in mathematics and provides support for the interpretation of screening scores to inform instruction.
- Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade (REL Southeast, September 2016). This Facilitators Guide was designed to support educators in the implementation of recommendations from the What Works Clearinghouse's Practice Guide. The facilitator's guide includes a framework for facilitators to conduct each of the ten PLC sessions. It also includes participant activities, discussion questions, small- and whole-group activities, and implementation and reflection activities.
- Self-Study Guide for Implementing Literacy Interventions in Grades 3-8 (REL Southeast, September 2016). The Grades 3–8 Self-Study Guide for Implementing Literacy Interventions was developed to help district- and school-based practitioners conduct self-studies for planning and implementing literacy interventions. It is intended to promote reflection about current strengths and challenges in planning for implementation of literacy interventions, spark conversations among staff, and identify areas for improvement.
- Summary of 20 years of Research on the Effectiveness of Adolescent Literacy Programs and Practices (REL Southeast, September 2016). This literature review searched the peer-reviewed studies of reading comprehension instructional practices conducted and published between 1994 and 2014 and summarizes the instructional practices that have demonstrated positive or potentially positive effects in scientifically rigorous studies employing experimental designs. Each study was rated by the review team utilizing the What Works Clearinghouse standards.
- School Reading Performance and the Extended School Day Policy in Florida (REL Southeast, June 2016). Beginning with the 2012/13 school year, Florida law required that the 100 lowest-performing elementary schools in reading extend the school day. This study examined how the lowest performing schools implemented the extended school day policy and the trends in school reading performance among the lowest performing schools and other elementary schools.
- Using Computer-Adaptive Assessments of Literacy to Monitor the Progress of English Learner Students (REL Southeast, June 2016). The purpose of this study was to examine (a) how teachers and school staff individually administer computer-adaptive assessments of literacy to English learner students in grades 3–5, and (b) how they use the assessments to monitor students' growth. Because adaptive assessments maximize precision of information while minimizing time spent gaining it, they are particularly valuable for students whose performance is outside typical grade-level norms such as English learner students.
- Self-study Guide for Implementing Early Literacy Interventions (REL Southeast, April 2016). The Self-study Guide for Implementing Early Literacy Interventions is a tool to help district and school-based practitioners conduct self-studies for planning and implementing early literacy interventions for kindergarten, grade1 and grade 2 students. This guide is designed to promote reflection about current strengths and challenges in planning for implementation of early literacy interventions, spark conversations among staff, and identify areas for improvement.
- Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (REL Southwest, July 2015). The Professional Learning Communities Facilitator's Guide is designed to assist teams of educators in applying the evidence-based strategies presented in the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School educator's practice guide, produced by the What Works Clearinghouse. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share, and apply key ideas and strategies to help K–8 English learners acquire the language and literacy skills needed to succeed academically.
- Summer Reading Camp Self-Study Guide (REL Southeast, February 2015). This guide is designed to facilitate self-studies of planning and implementation of state-required summer reading camp programs for grade 3 students who scored at the lowest level on the state reading assessment. It provides a template for data collection and guiding questions for discussion that may improve instruction and increase the number of students meeting the grade-level standard by the end of the summer reading camp.
- Evaluating the Screening Accuracy of the Florida Assessments for Instruction in Reading (FAIR) (REL Southeast, September 2013). This report analyzed student performance on the FAIR reading comprehension screen across grades 4–10 and the Florida Comprehensive Assessment Test (FCAT) 2.0 to determine how well the FAIR and the 2011 FCAT 2.0 scores predicted 2012 FCAT 2.0 performance.
- Using Strategy Instruction to Help Struggling High Schoolers Understand What They Read (REL Central, October 2007). This review found that the evidence indicates that peer-assisted learning can have a substantively important positive effect on struggling high school students' reading comprehension. But reservations remain about attributing improved comprehension to peer-assisted learning because the students were not randomly assigned to the intervention in the one study that met evidence standards.
Archived Webinars
- Tools and Approaches to Measure and Improve MTSS/RTI Implementation (REL Appalachia, May 28, 2020). This webinar shares on tools and approaches to measure and improve the implementation of multi-tiered system of supports (MTSS)/response to intervention (RTI). The webinar focuses on the benefits of using an MTSS/RTI implementation assessment tool, strategies for developing a well-designed tool, and supporting the use of tools and resulting data to improve implementation. REL Appalachia and state presenters share example tools and resources.
- Supporting Educators in Implementing Reading Across the Content Areas (REL Pacific, April 13, 2020). This webinar provided an overview of research on strategies to support educators in implementing reading across the content areas for all students, including special populations such as English learners and students with disabilities.
- Bridge Event: Developing Culturally Responsive College and Career Readiness Literacy Skills (REL Northeast and Islands, May 10, 2016). The USVI College and Career Readiness Research Alliance at REL Northeast & Islands and Dr. Helen Duffy discuss the link between literacy and success in higher education and the workforce, with a focus on the US Virgin Islands. Dr. Duffy notes why culturally responsive instructional practices are essential to literacy development and college and career readiness.
- Effective Literacy Interventions (REL Mid-Atlantic, October 29, 2015). In this webinar, Dr. Janice Dole of the University of Utah presented the research on the effectiveness of literacy interventions. Participants discussed different instructional strategies for helping students with a range of literacy needs and ways for teachers to collaborate with reading specialists. The webinar also featured a discussion of the role of school leaders in supporting effective literacy programs.
Videos
- A Guide to the Implementing Evidence-Based Literacy Practices Roadmap (REL Southeast, August 2017). This Podcast video provides a brief overview of the "Implementing Evidence-based Literacy Practices" roadmap and the resources linked within. The video contains a short description of the roadmap, highlights the eight organizing steps the roadmap is built around, and unpacks each resource within each organizing step.
- Improving Practice in Being a Writer: Summer Institute (REL West, July 2017). This video is an excerpt from a two-day summer institute for grades K–6 teachers focused on the Center for the Collaborative Classroom's "Being a Writer" curriculum. The first segment of the video provides an improvement science framework for learning together and the second segment introduces a process for a grade-level team meeting called a "learning huddle."
- Integrating Play Into Literacy Instruction: Strategies For Your Classroom (REL Midwest). This Regional Educational Laboratory (REL) Midwest video shows how to implement research-based literacy practices from the What Works Clearinghouse through play-based learning. In the video, preschool and kindergarten teachers use play-based learning in their classrooms to teach phonics, reading comprehension, and more. They also address common barriers to implementing play-based learning. In addition, the video includes an overview of play-based learning; a discussion of the benefits of play-based learning; and interviews with teachers, researcher Sarah Caverly, PhD, and literacy expert Tim Shanahan, PhD.
- Interactive Readalouds: Learning from books together (REL West). Due to the COVID-19 pandemic, schools across the country are being forced to move instruction to virtual platforms in order to abide by social distancing protocols and keep people safe and healthy while minimizing the spread of the virus. With little time to prepare for this dramatic and unprecedented shift, teachers and parents of young children are currently being inundated with online resources. In particular, there is a deluge of online readalouds—by celebrities, grandparents, and teachers—in an attempt to provide a fun and enjoyable story time for young kids.
Infographics
For more resources in ERIC on the topic of Literacy, click here.
For more resources in the What Works Clearinghouse on the topic of Literacy, click here.