Intensive Intervention Practice Guide: Explicit Morphology Instruction to Improve Overall Literacy Skills in Secondary Students
This guide includes information about teaching students about morphemes for the purpose of improving students’ word recognition and spelling skills. Students need to learn the meaning of parts of words and be able to read those parts to develop quality word recognition. Morphology Instructional Activities with examples are included.
Authors: Lauren Hennenfent, Lindy Johnson, Christina Novelli, and Erin Sharkey
Publication Date: Fall 2022
Publisher: U.S. Department of Education, Office of Special Education Programs

Morphological Awareness: One Piece of the Literacy Pie
Identifying morphemes is a skill that helps students problem-solve words they do not know how to read and spell. This is especially important when students are reading textbooks with academic language so that they can gain the knowledge they need in the subject areas they study.
Publication Date: 2020
Publisher: International Dyslexia Association

Multimedia Text Sets: A How-To Guide
This article describes a multimedia text set as a collection of books, articles, videos, and images related to a topic of study and provides the basics on how to create classroom text sets that support content-area literacy and building background knowledge. A text set template and resources are included.
Author: Susan Thacker-Gwaltney
Publisher: Reading Rockets

Providing Reading Interventions for Students in Grades 4–9
This practice guide is designed for educators providing reading intervention or those who oversee MTSS in reading. It grounds four recommendations (multisyllabic word reading, fluency building, comprehension-building practices, and stretch texts) in high-quality evidence based on research studies focused on reading interventions. Each recommendation includes instructional practices and a short summary of the research evidence that supports the recommendation.
Authors: Sharon Vaughn, Michael J. Kieffer, Margaret McKeown, Deborah K. Reed, Michele Sanchez, Kimberly St. Martin and Jade Wexler
Publication Date: March 2022
Publisher: Institute of Education Sciences

Reading Intervention for Older Students
This webinar presents an overview of the instructional needs of students in grades 4–12 who struggle with reading. Includes a summary of reading components, causes of reading difficulty, and instructional suggestions.
Author: Joan Sedita
Publication Date: April 2021
Publisher: Keys to Literacy

Reading Science Considerations for Middle and High School Literacy Intervention
This article aims to provide instructional leaders with background on the existing research on late-emerging reading difficulties as well as assessment and instructional considerations grounded in the science of reading that are necessary to strengthen intervention frameworks at the middle and high school levels.
Author: Stephanie Petricone-Turchetta
Publication Date: September/October 2021
Publisher: The Reading League Journal

Rethinking How to Promote Reading Comprehension
This article discusses how reading comprehension is not a skill someone learns and can then apply in different reading contexts. It is one of the most complex activities that we engage in on a regular basis, and our ability to comprehend is dependent upon a wide range of knowledge and skills. It explores the idea that comprehension cannot be reduced to a single notion because it is not a single ability.
Author: Hugh Catts
Publication Date: Winter 2021-22
Publisher: American Federation of Teachers

Rethinking Literacy Instruction Through School-wide Approaches
Many middle and high school students struggle to read and understand text, making it difficult to learn content they need to succeed in school and beyond. To support students, all teachers school-wide need to provide evidence-based literacy instruction even though teachers have varying levels of skill and other competing priorities. This video explains innovative ways to support teachers as they help students understand and learn from text.

Scaffolding Comprehension Strategies Using Graphic Organizers
In this lesson collaborative strategic reading is initially presented to students through modeling and whole-class instruction. To facilitate comprehension during and after reading, students apply four reading strategies: preview, click and clunk, get the gist, and wrap-up. Graphic organizers are used for scaffolding of these strategies while students work together in cooperative groups.
Author: Susan Ruckdeschel
Publisher: International Literacy Association

Science Literacy in the Digital Age: Navigating Informational Texts and Online Resources
Science literacy is crucial for students as it equips them with the skills to critically evaluate information, understand scientific concepts, and make informed decisions in a rapidly evolving world. This webinar discusses using strategies and resources with your students that will allow them to become thoughtful consumers of information and active participants in discussions about scientific and technological issues.
Publication Date: July 2024
Publisher: Van Andel Institute for Education

Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas
This module covers understanding the importance of effective vocabulary and effective comprehension instruction in content areas, developing effective vocabulary instruction within content learning, and enhancing student’s reading comprehension in content areas.
Publisher: IRIS Center Peabody College Vanderbilt University

Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies
This module covers understanding why many middle school students struggle with content-area reading, being able to implement strategies to support multisyllabic word identification and increase vocabulary knowledge, and knowing how to help students gain a deeper understanding of content-area texts.
Publisher: IRIS Center Peabody College Vanderbilt University

Semantic Mapping to Grow Vocabulary
This post provides details for how to use Semantic Mapping which is a well-researched activity that helps students draw on background knowledge of a topic and see connections between ideas and words related to that topic. It is highly interactive and offers opportunities for rich, collaborative discussion among students.
Author: Joan Sedita
Publication Date: December 2020
Publisher: Keys to Literacy

Supporting Students in Literacy: WWC Evidence-Based Resources and Recommendations
This webinar introduces educators to evidence-based recommendations they can use to help students improve their literacy skills. Experts and educators discuss examples of how educators can apply these evidence-based practices in their classrooms and schools.
Authors: Jennifer Bacchiochi, Kevin Smith, Kim St. Martin, Stephanie Thorpe, Connie Webb, and Nikki Zech
Publication Date: September 2022
Publisher: Institute of Education Sciences

Teacher Read-Aloud That Models Reading for Deep Understanding
This strategy guide offers the research basis, procedures, example lesson plans, and related resources for teachers to demonstrate to their students how to search for meaning and use strategies for understanding.
Author: Jan Miller Burkins
Publisher: International Literacy Association

Teaching Tuesday: Literacy in Content Area Instruction
This article discusses building foundational literacy skills to help students with formation of their self-efficacy in learning in all content areas. Topics include academic language and technology to assist with literacy across content areas.
Publication Date: October 2021
Publisher: Grand Canyon University

Teaching Vocabulary
Intentional vocabulary instruction is critical in every grade, and in every content area. This webinar covers the latest research and best practices for effective vocabulary instruction in K-12 classrooms.
Authors: Douglas Fisher and Nancy Frey
Publication Date: April 2023
Publisher: Corwin

The Science of Reading Comprehension Instruction
Drawing on research, this article identifies some key understandings about reading comprehension processes and instruction including word-reading and bridging skills, text structures and features, vocabulary and knowledge building, engagement with text, and instructional practices that kindle reading motivation.
Authors: Nell Duke, Alessandra Ward, and P. David Pearson
Publication Date: May 2021
Publisher: Wiley Publications on behalf of International Reading Association

The UDL Guidelines
This new iteration, UDL Guidelines 3.0, addresses critical barriers rooted in biases and systems of exclusion for learners with and without disabilities. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Publication Date: July 2024
Publisher: CAST

The Writing Rope: A Framework for Evidence-Informed Writing Instruction
This comprehensive guide introduces the Writing Rope—a research-informed framework developed to support evidence-informed writing instruction. The article breaks down each of the five strands (critical thinking, syntax, text structure, writing craft, and transcription), offering practical strategies, sample classroom activities, and targeted support for students with learning disabilities. It also includes grade-specific recommendations for both elementary and secondary educators.
Author: Joan Sedita
Publication Date: April 2025
Publisher: Learning Disabilities Association of Ontario

Traveling Terrain: Comprehending Nonfiction Text on the Web
Strategic instruction and explicit teaching of targeted comprehension strategies can allow students to integrate skills into their current competencies, thus improving their overall reading ability. This lesson identifies three skills of identifying text features of nonfiction text in a Web format, locating specific information, and generalizing information to be taught in strategic lessons that build upon each other and allow for scaffolding of skills when necessary.
Author: Sheila Seitz
Publisher: International Literacy Association

Understanding and Responding to Writing Prompts Guide
This guide is intended to assist with better understanding four kinds of writing prompts (creative, historical essay, argumentative essay, and literary analysis) and what they require students to do. It can be used by instructors as they plan lessons to teach these skills. The information is appropriate for Grades 3–12, but some of the more complex aspects of understanding and responding to writing prompts are only appropriate for students in higher grade levels or those with better developed skills.
Authors: Deborah Reed and Shalini Jasti
Publication Date: May 2023
Publisher: Iowa Reading Research Center

Unlocking Social Studies Text How High School Teachers Can Support Students with Reading Difficulties
This article discusses embedding discipline-specific literacy instruction within social studies content can assist a variety of students, including those with reading difficulties, to build higher-level reading abilities, increase knowledge acquisition, and improve their overall content learning. Five instructional practices are outlined that can be embedded into existing instruction to further engage students in the subject matter and provide support for discipline-specific reading.
Author: Jeanne Wanzek
Publication Date: Spring 2021
Publisher: American Federation of Teachers

Using Strategies in Combination: The Jigsaw Method
In this video, the teacher uses a jigsaw method to practice comprehension strategies interactively through reading a nonfiction text connected to their current thematic unit. The students are supported with step-by-step instructions and graphic organizers and are guided in thinking, speaking, and writing in response to their reading.
Publisher: Learning Ally and Dollar General Literacy Foundation

Video Examples of the Prioritized Educator Competencies
These video resources show educator competencies in action. These competencies have the most leverage in transforming classroom practices to be personalized, and student-centered. Footage includes teachers demonstrating key techniques and strategies, experts and peers discussing practice, students reflecting on their experiences.
Publication Date: April 2021
Publisher: KnowledgeWorks Foundation

What Does it Take to Meet the Needs of Struggling Readers? Essential Practices Literacy Instruction
This webinar highlights key essential practices presented in Intensifying Literacy Instruction: Essential Practices Considerations and reflects on considerations for implementation. It focuses on ways to increase capacity to develop skilled readers and writers, identify critical dimensions for designing intervention platforms as the foundation for effective instruction, and adapt interventions to increase the instructional intensity.
Authors: Kim St. Martin and Sharon Vaughn
Publication Date: April 2021
Publisher: National Center on Intensive Intervention

What is Digital Literacy, Its Importance, and Challenges?
Digital literacy is essentially the discovery, evaluation, creation and communication of information, but there is more to it. Many experts prefer to focus on specific technology and literacy skills and do not define the term. In today’s constantly evolving technological society, Digital literacy is critical for navigating and thriving. This article will explore what digital literacy is, its importance, and challenges.
Publication Date: June 2023
Publisher: EDTechReview

What Is Disciplinary Literacy and Why Is It Important?
Teaching students to navigate literacy skills that differ by discipline is essential. This article explores disciplinary literacy, the research-proven benefits of teaching it, and how you can bring this to your classroom.
Author: Corey Humphrey
Publication Date: June 2024
Publisher: Carnegie Learning