This document was prepared to assist literacy specialists in the national Regional Comprehensive Center network as they work with states to improve educational policy and practice in the area of adolescent literacy. It comprises three major parts: Part One: "Improving academic literacy instruction for students in grades 4-12." Based on…

This publication provides research-based guidance for intensifying instruction in reading and mathematics for students with significant learning difficulties, including students with disabilities, in kindergarten through grade 12. The guide gives technical assistance providers and states information reflecting "best practices" for implementing…

This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K-12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction's "Intensive Interventions for Students Struggling…

This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K-12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction's "Intensive Interventions for Students Struggling…

This document provides professional development material that supplements the Center on Instruction publication "Adolescent Literacy Walk-Through for Principals: A Guide for Instructional Leaders," or ALWP. Emerging from a request from the field for illustrations of the concepts in the ALWP, the scenarios herein illustrate adolescent literacy…

Effective reading interventions for students struggling in the early grades have been a focus of considerable research over the past 20 years (Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; Foorman & Torgesen, 2001; Geva & Siegel, 2000; Klingner & Vaughn, 1996). Comparable research targeting older struggling students has only recently…

This summary of nine studies provides information about evidence-based practices for Tier 2 interventions and how to use Response to Intervention (RTI) in mathematics. It gives a critical technical analysis and review of research on RTI and multi-tiered instructional systems. In an earlier Center on Instruction publication, the authors described…

This publication explores issues and makes recommendations related to meeting the needs of English learners with limited language proficiency or learning disabilities, or both. The authors begin by noting the current federal policy context in which this discussion of reading instruction and interventions for English language learners (ELLs)…

The purpose of this "Adolescent Literacy Walk-Through for Principals" ("ALWP") is to help principals monitor and support adolescent literacy instruction in their schools more effectively. To meet the goals of improving adolescent literacy in grades four through twelve, principals must be familiar with what literacy instruction…

This annotated bibliography updated from a 2007 edition, is intended as a resource for technical assistance providers as they work with states on adolescent literacy. This revision includes current research and documents of practical use in guiding improvements in grades 4-12 reading instruction in the content areas and in interventions for…

The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…

This "Facilitator's Guide" has been prepared for presenters of the Reviewing a Reading Program professional development training. It is one of three pieces comprising a suite of materials on reviewing reading programs: this "Guide", the "Reviewing a Reading Program Participant's Guide" and the "Reviewing a Reading Program" Professional Development…

This meta-analysis synthesizes experimental and quasi-experimental research on instruction that enhances the mathematics performance of K-12 students with learning disabilities. It reports the findings from this synthesis, discusses the implications for practice, and suggests next steps for research and professional development efforts in this…

If a principal's goal is to improve the overall quality of reading instruction in his school, this guide can help him identify the most critical changes that must be made. It describes the types of instruction and leadership activities necessary to help all children become proficient readers in elementary school. It does not contain all the…

This meta-analysis offers decision-makers research-based guidance for intervening with adolescent struggling readers. The authors outline major implications for practice: (1) Adolescence is not too late to intervene. Interventions do benefit older students; (2) Older students with reading difficulties benefit from interventions focused at both the…