Fix the Water, Not the Fish: Improving Reading Outcomes through Implementation Science
Description
Monique shows how implementation science researches the uptake and implementation of evidence-based practices to scale to make sure evidence-based reading practices reach the students who will most benefit from them.
Co-Developing Professional Learning to Bring the Science of Reading to Students with Extensive Support Needs
Description
Alice presented on co-development with special education teachers, administrators, university faculty, and doctoral students of professional learning focused on the science of reading for students with extensive support needs.
National Project on Achievement on Twins (NatPAT) COVID Study
Dr. Sara Hart, W. Russell and Eugenia Morcom Professor of Psychology and Florida Center for Reading Research (FCRR) faculty member, and Dr. Callie Little, research faculty in the Quantitative Methodology and Innovative division of FCRR, have received a $2.9 million grant from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) to conduct a five-year study to uncover the mechanisms through which COVID-19 has and will continue to have impacts on children’s reading skills.
The Impact of the PLEASE READ (Infographic)
Description
A brief graphical introduction to the PLEASE READ (Preventing Learning Loss At Home in Summer with Extension Reading Activities) program
Knowledge to Support Evidence-Based Early Language and Literacy Instruction in Schools
Description
Our partners wanted to better understand literacy coaches’ and teachers’ knowledge related to early reading and literacy instruction.
Support for Georgia’s Whole Child Initiative
This RC6 project provides needs assessment, data analysis, and evaluation support to the GaDOE’s Office of Whole Child Supports as they address non-academic barriers to student learning. RC6 support includes reporting on the progress of schools involved in a state wraparound services pilot program. In 2018-19, the GaDOE began a pilot initiative to help CSI/TSI/Promise schools implement wraparound services (and funded a half-time Wraparound Specialist in each of the 16 Regional Education Service Agencies or RESAs to provide this support).
Support for the Georgia Dyslexia Pilot Initiative
The RC6 is supporting the GaDOE in their implementation of a three-year pilot with seven districts who are conducting K-3 screening and intervention for students with reading problems such as dyslexia. The pilot will inform the GaDOE support needed for a 2024 mandate for all districts to provide early intervention for reading problems. Applying Multi-Tiered Systems of Support (MTSS) processes for identifying and providing evidence-based supports to students with early reading difficulties was a Georgia state priority as outlined in SB 48, passed in 2019.
