The purpose of this study was to examine the concepts of dyslexia teachers know accurately as scientific conceptions, hold as misconceptions, or are uncertain. Implications for teacher training in dyslexia are discussed.

This technical report documents the processes and procedures employed by NWEA to build and support the MAP Reading Fluency assessment.

Researchers have made substantial gains in our knowledge around dyslexia. It’s time to dispel the outdated notion that students can somehow “get” dyslexia and stop using erroneous, ableist language of students “at risk” for dyslexia.

It can be tricky to understand what dyslexia is and what it isn’t. In this blog, learn the facts about four myths about dyslexia and about possible indicators for dyslexia from preschool years through high school.

NWEA equated words-correct-per-minute (WCPM) scores from oral reading passages included in the NWEA MAP Reading Fluency assessment.

This study estimates the causal impact of 8th grade English learner (EL) reclassification on high school English language arts (ELA) standardized test scores, SAT (Scholastic Aptitude Test) reading, and on-track to graduate status.

This Michigan Association of Superintendents and Principles blog post examines 5 Guiding Principles for Improving Reading Fluency Assessment