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By conducting a root cause analysis, schools and districts can identify the fundamental reasons for a literacy challenge. Learn the three types of root causes and how to verify you have actually identified the root causes.

Teachers can help students become better writers by teaching and encouraging practice of the mechanics of writing, as well as establishing an environment that motivates them to write.

To become better writers, students need dedicated time to practice writing and instruction on a variety of strategies for writing for multiple purposes and audiences.

School districts involved in the Iowa Reading Research Center’s PROPeL initiative form their local teams and write literacy challenge statements using student literacy data.

Young readers can connect their background information to a new text for greater comprehension. Sample lesson plans show how to use this technique in the classroom.

Monitoring and reviewing student literacy data, teacher commitment, and setting clear expectations have led to success for two principals implementing small-group, skills-based instruction in elementary schools in Sioux City.

Implementation of small-group, skills-based instruction for literacy is underway in schools in Sioux City. Two principals discuss the process so far.

When facilitated with various levels of questions, dialogic reading encourages an interactive dialogue about a text being read by an adult to children.

Reading allows University of Iowa Sophomore Bella Phillips to cultivate a way of thinking using perspectives that can only be reached through reading.

Comprehension skills and foundational reading skills are both important for students in early grades. Learn more about teaching both components of reading.