Resource Database

Looking for additional research- and evidence-based resources? The FCRR Resource Database pulls together over 650 materials from across the center’s numerous research, innovation, and engagement activities. Users can search available materials by resource type, project, and stakeholder audience. We invite you to continue learning and growing with FCRR.

Audience
Age Level
  • for Practitioners
This report looked at the effectiveness of using a classification and regression tree (CART) model for identifying those as at risk for reading problems.
  • for Practitioners
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.
  • for Families
  • for Practitioners
  • for Students
This article was written to inform readers about dyslexia.
  • for Families
  • for Practitioners
  • for Students
This infographic was developed to discuss best practices in universal screening.
  • for Families
  • for Students
This infographic was developed to discuss behavioral considerations in universal screening.
  • for Families
  • for Practitioners
  • for Students
This article was written to help family members find their role as an advocate for a child's literacy needs.
  • for Families
  • for Practitioners
In this video, Mark Seidenberg discusses what scientific research has taught us about how children learn to read.
  • for Practitioners
This tool was designed to assist school leaders in observing specific research-based practices during literacy instruction (or students’ independent use or application of those practices).
  • for Practitioners
This guide was designed to help district and school-based practitioners conduct self-studies for planning and implementing early literacy interventions for kindergarten, grade1 and grade 2 students.
  • for Practitioners
This study examined how teachers and school staff individually administer computer-adaptive assessments of literacy to EL students in grades 3–5, and how they use the them to monitor students' growth.
  • for Practitioners
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.
  • for Practitioners
This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade.
  • for Practitioners
This literature review searched the peer-reviewed studies of reading comprehension instructional practices conducted and published between 1994 and 2014.
  • for Practitioners
This guide was developed to help district- and school-based practitioners conduct self-studies for planning and implementing literacy interventions.
  • for Practitioners
REL Southeast developed PLC materials designed to assist a literacy leader in guiding a professional learning community in applying the recommendations from the practice guide.
  • for Practitioners
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.
  • for Practitioners
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.
  • for Practitioners
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.
  • for Practitioners
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.
  • for Practitioners
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.
  • for Practitioners
This roadmap was developed to help state education agencies (SEAs) and local education agencies (LEAs) implement evidence-based literacy practices in their classrooms.
  • for Practitioners
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.
  • for Practitioners
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.
  • for Practitioners
This infographic compares two methods of identifying at-risk readers.