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Reading and Literacy

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Cognitive Foundations of Learning to Read: A Framework: This book provides a concise summary of the research findings related to how children learn to read. A graphical representation of the framework is provided to familiarize teachers with the cognitive elements that research has shown to be essential in learning to read.
Reading Assessment Database for Grades PreK–3: This database, a complementary tool to the Cognitive Foundations of Learning to Read: A Framework, enables reading teachers to search for preK–3 reading assessments that test the framework's 14 reading skills.
Building Reading Proficiency at the Secondary Level: A Guide to Resources: This publication reviews the scholarly literature to determine (a) current theoretical perspectives and research findings on building reading proficiency at the secondary level and (b) the implications of these findings for classroom instruction.
Afterschool Training Toolkit: Building Quality Enrichment Activities: This online toolkit provides resources for developing fun, innovative, and academically enriching activities for afterschool and expanded learning programs. The toolkit includes promising practices and sample lessons in the arts, literacy, math, science, technology, and homework help.
SEDL Letter, Volume XIX, Number 2 (Oct. 2007): Reading: Practices to Help Improve Instruction: This issue of SEDL Letter examines classroom organization for effective reading instruction; how to strengthen literacy through father-child interactions; and systemic approaches, including Response to Intervention (RtI), to reading and school improvement.
SEDL Letter, Volume XVII, Number 1 : Reaching Our Reading Goals: This issue of SEDL Letter is devoted to topics related to reading instruction, including the role of literacy coaches, how to motivate readers, and instruction to improve comprehension.
SEDL Letter, Volume XIV, Number 3 (Dec. 2002): Putting Reading First: This issue of SEDL Letter focuses on early reading instruction and assessment, including topics such as reading and migrant students and the importance of phonemic awareness.
Rapid Response: Alternate Reading Core Curriculum for Students with Disabilities (K–3): This resource was produced in response to the request: "Are states using an alternate reading core curriculum to teach students with disabilities in kindergarten through third grade (K–3)? Include any research on efficacy, if possible, specifically with reference to the southeastern United States."
Topics in Early Reading Coherence Series: This series of briefing papers covers topics related to K–2 reading instruction, including “The Phive Phones of Reading,” “Reading by Sight,” “Regular and Exception Words,” and “Reading and the Three Cueing Systems.”
Reading First Notebook: The Newsletter for the Reading First Program: The Reading First Notebook was published on a quarterly basis from 2004 to 2006, and is now available online for download in pdf format. The newsletter provided thematic issues covering topics such as assessment, professional development, and instruction for special population students.