Research and Studies

Practice What You Teach: Connecting Curriculum & Professional Learning in Schools, Aspen Institute

IDA Responds with concerns to the 2016 ILA Research Advisory on Dyslexia

Evaluation of Response to Intervention Practices for Elementary School Reading, Institute of Education Sciences

OSERS Dyslexia Guidelines

The Concept of Learning Styles: One of the greatest neuroscience myths

Learning About Learning: What Every New Teacher Needs to Know, National Council on Teacher Quality

White matter alterations in infants at risk for developmental dyslexia  Gaab et al.

Ophthalmic Abnormalities and Reading Impairment, Creavins et al.

Seeing Space and Hearing Time: working memory and visual and auditory networks, Somers and Michalka, Boston University


What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education, Louisa Moats
2015 Kids Count Data Book from the Annie E. Casey Foundation

Hemispheric specializations for visual words is shaped by attention to sublexical units in initial learning, Yoncheva, Wise, and McCandliss,


Visual System Differences in Dyslexia Do Not Cause Reading Problems/Neuron 6/6/13
Commentary

The Fish in the Tree: Why we are failing children with dyslexia; Driver Youth Trust


National Council on Teacher Quality; Teacher Prep Review

National Council on Teacher Quality: 2012 State Teacher Policy Yearbook

Comments on "Listening Aids May Help Boost Dyslexic Kids' Reading Skills": Joan Mele-McCarthy for the International Dyslexia Association

Trends in State Implementation of the Common Core State Standards: Educator Effectiveness: National Governors' Association

What Will It Take to Help More Children with Dyslexia Learn to Read Proficiently?, an action brief from a group convened by the Emily Hall Tremaine Foundation and the Campaign for Grade Level Reading

Don't "Dys" Our Kids: Dyslexia and the Quest for Grade-Level Reading, by Leila Fiester; commissioned by the Emily Hall Tremaine Foundation

Early release of Moats and Foorman book chapter on literacy achievement in primary grades in high poverty schools
Brookings Institution presents a policy brief on third grade retention for reading failure


IDA releases an excellent reading resource list for reading professionals

MAP test results for Madison show percentage of students reaching benchmark declining over the year

Reading proficiency in Wisconsin plummets from 82% to 35.8% now that WKCE results are benchmarked against acceptable national standards.
Read commentary in JSOnline and Wis. State Journal articles and DPI press release. Interesting difference in the spin on this news.

Study Shows Teach for America Produces Top Reading Teachers in Tennessee

New AIR study rates teacher effectiveness over effects of poverty


Visit the Center on Instruction for a suggested progression of sub-skills to achieve the Common Core Reading Standards: Foundational Skills.

Wisconsin's overall score on the 2011 State Teacher Policy Yearbook is D, the same as in 2009. The Yearbook is put together after comprehensive evaluation by the National Council on Teacher Quality. The NCTQ points out that Wisconsin does not require its teacher preparation programs to teach the science of reading, nor does it require candidates to take a test that demonstrates their knowledge of this content.
 Click here to access the complete report.


Study for Annie E. Casey Foundation Links 3rd Grade Reading to High School Graduation

NCTQ study examines reading textbooks used in colleges of education; See page 121 for a list

The Annie E. Casey Foundation Issues a Kids Count Special Report on Reading

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