The COVID-19 pandemic, coupled with political and social unrest, has deeply disrupted the lives and learning experiences of most students. It has created an urgent need to address long-standing opportunity gaps and has highlighted the importance of providing resources that support student achievement, social-emotional learning, and physical and mental well-being. This urgency for action to address the impacts is valid, but it has also created a noisy environment of potential options of what might be best for students. It’s critical, now more than ever, for decisions to be grounded in solid research.

Explore best practices and research-based strategies from NWEA experts on Teach. Learn. Grow.

Explore best practices and research-based strategies from NWEA experts on Teach. Learn. Grow.

Explore best practices and research-based strategies from NWEA experts on Teach. Learn. Grow.

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 It’s time to dispel the outdated notion that students can somehow “get” dyslexia and stop using erroneous, ableist language of students “at risk” for dyslexia.

In this SAGE perspectives blog, Angela Johnson shares some key findings from NWEA research exploring how school shutdowns impacted student achievement at the start of the 2020-21 school year.

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.