This rubric was developed in response to a request by Improving Literacy Research Alliance members at the Florida Department of Education to be used in their instructional materials review process.

This study examined whether using a stand-alone intervention outside the core curriculum leads to better outcomes than using the embedded curriculum for small group intervention in grades K–2.

This report examines the Florida law that requires the 300 elementary schools with the lowest reading performance to provide supplemental reading instruction through an extended school day.

The goal of this report is to provide administrators, school psychologists, counselors, special educators, and reading specialists with a summary and analysis of the evidence that supports the use of reading interventions in grades 1–3.

This study examined changes in teacher knowledge of early literacy skills and ratings of quality of early literacy skills instruction, student engagement, and teaching competencies.

This roadmap was developed to help state education agencies (SEAs) and local education agencies (LEAs) implement evidence-based literacy practices in their classrooms.

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 information in this Kindergarten Teacher's Guide is designed to assist teachers in supporting out-of-school literacy activities that are aligned to classroom instruction.

This infographic compares two methods of identifying at-risk readers.

This infographics outlines the steps needed to conduct academic high school interventions.