This study investigates the use of screening assessments within the increasingly popular Response to Intervention (RTI) framework, specifically seeking to collect concurrent validity evidence on one potential new screening tool, the Independent Reading Level Assessment (IRLA) framework.

This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.

Using data from Northwest Evaluation Association’s Measures of Academic Progress assessment, reading achievement was analyzed from 224 students with visual impairments in grades 3–10, in four states over an eight-year time period.

This study investigates the impact of a teacher professional development (PD) program in rural Rwanda, part of a randomized controlled trial of Save the Children’s early literacy intervention, “Literacy Boost.”

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.

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

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.