This infographic outlines some of the instructional principles that are the hallmark of explicit instruction. Educators need to understand what must be taught as part of Structured Literacy. It is equally essential for them to know how the instruction should be structured and delivered.

This factsheet from International Dyslexia Association defines the content, principles, and methods of structured literacy instruction. Evidence is strong that the majority of students learn to read better with structured teaching of basic language skills, and that the components and methods of Structured Literacy are critical for students with reading difficulties.

Dr. Ellen B. Mandinach discusses the importance of providing professional development to help teachers learn how to use data. She emphasizes the need for the professional development to be aligned with the school's goals and needs. The professional development should be timely and ongoing.

This video walks viewers through a 3-step routine for teaching academic vocabulary to young students. The routine is aligned with evidence-based recommendations from two What Works Clearinghouse Practice Guides on teaching early literacy skills to all students and may be especially beneficial for students whose home language is not English.

This REL West video walks viewers through a 3-step routine for teaching academic vocabulary to young students.

This fact sheet from the International Dyslexia Association provides guidance on why evaluation to determine a child's reading difficulties is important, when a child should be evaluated for dyslexia, what should be included in the evaluation, and possible outcomes of an evaluation to help plan for intervention.

Dr. Joanna Williams discusses the importance of teaching children about narrative and informational text structure and describes some instructional tools she has used in her research with teachers.

This transcript accompanies the "Uncovering Text Structure" video with Dr. Joanna P. Williams, which can also found in eMedia.

"The National Center on Intensive Intervention (NCII) provides a series of reading lessons to support special education instructors, reading interventionists, and others working with students who struggle with reading. These lessons address key reading skills and incorporate instructional principles that can help intensify and individualize reading instruction. The reading lessons are examples of brief instructional routines that may be used to supplement reading interventions, programs, or curricula that are currently in place. These lessons are designed to supplement, not supplant, reading instruction and interventions for struggling readers. They do not represent an exhaustive reading curriculum. It is expected that teachers would customize these lessons to meet the needs of their target students" (Weingarten et al., 2018)

This Educator’s Toolbox, developed in Partnership with The Reading League Journal, uses an infographic to explain the critical role that phonological awareness plays in learning to read. You will learn what phonological awareness is, how to effectively teach phonological awareness to prepare early readers, and how this and other NCIL infographics can be used to promote awareness and understanding of evidence-based literacy practices.

This video depicts a first grade small group engaging in a word-building activity. There are 4 students in this demonstration and they are using sound boxes and letter-tiles.

"This video depicts a second grade whole class engaging in a non-decodable words activity. There are 11 students in this demonstration and they are reading the text, Chomp!, Different Teeth Have Different Jobs."

This video depicts a second grade whole class engaging in a partner reading activity. There are 14 students in this demonstration and they are reading instructional-level text.

This video depicts a third grade small group engaging in an alternated reading activity. There are 4 students in this demonstration and they are reading the text, A Dream Schedule.

Progress monitoring is the repeated measurement of student performance over time. It requires reliable and valid tools and a clear process to monitor the necessary students with fidelity. Explore our MTSS Fidelity of Implementation Rubric to learn more!

Listen to a literacy coach discuss why it’s important to teach text structure beginning in kindergarten. She describes the differences between narrative and expository text structure and gives examples of teaching tools.

This transcript accompanies the "We're Ready for Text Structure" video which can also be found in eMedia.

This transcript accompanies the "What Good Readers Do" video with Dr. Nell Duke, which can also be found in eMedia.

Dr. Nell Duke, who served on the IES Panel that developed the Pratice Guide on Improving Reading Comprehension in Kindergarten Through 3rd Grade, discusses the recommendation to teach students how to use reading comprehension strategies.

The multi-level prevention system provides increasingly intense levels of instruction and support to address student need. This infographic will help you understand such a system.