6.3.21 Beth Tarasawa 3 ways to support early learners impacted by the COVID-19 “kindergarten bubble” One of the many ways schools are being transformed by COVID-19 is a change in public school enrollment, which is likely to have important consequences in classrooms across the nation, particularly... Read more
3.23.21 Cindy Jiban Best practices in reading instruction for students with dyslexia Advocates for students with dyslexia are finally gaining more attention, in both the media and legislation. Dyslexia, they note, is more prevalent than many realize, and students with dyslexia are... Read more
3.9.21 Kristie Werner 5 things to know about the new MAP Reading Fluency Dyslexia Screener Since 2018, MAP® Reading Fluency™ has made it easier for teachers to understand their students’ reading skills so they can spend more time teaching and less time testing. By assessing the... Read more
2.23.21 Elizabeth Barker The case for K–3 screening and intervention for dyslexia I vividly remember the first student I worked with at my first job as a special education teacher. Jacob was a sixth-grader, and the road to his dyslexia diagnosis was a long one. Despite having... Read more
2.18.21 Cindy Jiban Early literacy: What we can do during COVID-19 In December, NWEA shared research about the effects of pandemic-era schooling on reading and math growth. The news looked better for reading than for math. But as someone obsessed with early... Read more
2.16.21 Natalie Contreras 5 tips for supporting students with dyslexia during COVID-19 What is that awful sound? Upon hearing the screeching noise, my two middle-schoolers yelled from their rooms, “Be quiet!” My husband shouted the same from his basement office. I was in a virtual... Read more
2.2.21 Jonathan Fine How MAP Growth helps elementary school teachers differentiate instruction Ask Susan Hankins about the most important factor in her school’s success, and she won’t hesitate to tell you: it’s the teachers. In her tenure as principal of Memphis Elementary School,... Read more
1.28.21 Elizabeth Barker Why students with dyslexia aren’t “at risk” My mom had an in-home daycare when I was five years old. She read lots of books to me—I was surrounded by books—and every night my mom would read to me and my twin brother from a book of nursery... Read more
1.14.21 Elizabeth Barker Fact or fiction? The 4 myths of dyslexia Dyslexia doesn’t usually look how we think it will. Consider third-grader Judy, a dedicated student who finds herself in the middle of one of her most dreaded activities: a class read aloud. As her... Read more
11.23.20 Cara Holt 5 tips for engaging K–3 students in your responsive planning process Do you remember your kindergarten teacher? For many of us, the first few teachers we have stick with us. For one of my colleagues, it’s her third-grade teacher. The one who taught her that March... Read more
10.29.20 Erin Ryan Timothy Rasinski on fluency and equity in reading instruction NWEA is excited to welcome award-winning reading instruction professor Timothy Rasinski, as well as our esteemed literacy experts Lynne Kulich and Cindy Jiban, for a webinar examining the... Read more
9.29.20 Cindy Jiban “Grade-level” text for kindergarten and first grade: More on how reading is a team sport If you’re a reading teacher, I’m sure you’re hearing loud and clear that we need to teach all kids with complex, grade-level text. Access to that text is an equity issue. But wait: What about... Read more
