Sneak Peek Articles
2026
Jessica R. Toste, Daniel Espinas, Eric Oslund, Amy Elleman, and Gina Biancarosa
Jan/Feb 2026 – Table of Contents
Teaching is a bit like navigation—continually adjusting course based on student progress, needs, and an evolving classroom context. Every instructional decision, at its core, is a hypothesis about how students learn, and assessment data provide the evidence needed to test and refine those hypotheses.
2025
Esther R. Lindstrom and Jennifer Stewart
May/June 2025 – Table of Contents
As Structured Literacy instruction and the science of reading build momentum in schools, educators may wonder about how these approaches apply to students with intellectual and developmental disabilities (IDD).
Alisha Nicole Demchak and Emily Solari
Jan/Feb 2025 – Table of Contents
Alphabet knowledge is essential for children’s future reading and writing and represents one of the most important early childhood emergent literacy skills.
2024
Lindsay Young and Lindsey Chapman
Sept/Oct 2024 – Table of Contents
Recent federal and state initiatives have renewed the call for evidence-based reading instruction grounded in the science of reading, and the effects of these efforts have largely centered on early literacy in elementary grades.
Maya Valencia Goodall, Marisa Gomez, and Dale W. Webster
May/June 2024 – Table of Contents
Over the past quarter-century, national awareness of multilingual learners (MLs)—particularly those with emergent English proficiency, federally known as English Learners (ELs)—has steadily grown.
Brenda Warren
Jan/Feb 2024 – Table of Contents
Low literacy profoundly impacts the health and well-being of children and the adults they will become.
2023
Christy Austin, Liz Stevens, Alisha Demchack, and Emily Solari
Sept/Oct 2023 – Table of Contents
“The Orton-Gillingham Approach (OG) is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling do not come easily to individuals, such as those with dyslexia.”
Ramona T. Pittman, Marianne Rice, Esther Garza, and Myriam J. Guerra
May/June 2023 – Table of Contents
The National Reading Panel (2000) identified phonemic awareness as one of the pivotal pillars in teaching students to read.
Christopher Schatschneider, Dana Santangelo, Christine M. White, Cristian E. Vasquez, and Emma D. Friedmann
Jan/Feb 2023 – Table of Contents
What is the science of reading? The Reading League, in their document “Science of Reading: Defining Guide” (TRL, 2022), proposes that “the science of reading is a vast, interdisciplinary body of scientifically-based* research about reading and issues related to reading and writing.”
2022
Rebecca Gotlieb, Laura Rhinehart, and Maryanne Wolf
Sept/Oct 2022 – Table of Contents
For decades, while loving adults have read children rhymes like Humpty Dumpty and tales of fairies and heroes, researchers from multiple areas have sought to understand how the human brain ever learned to read, why it sometimes doesn’t, and how this collective knowledge can help all children learn to read wisely and well.
Dena Mortensen
May/June 2022 – Table of Contents
“So, how do we teach reading?” I asked this loaded question as a new teacher 22 years ago. As it turns out, the answer is complex—in fact, it is “rocket science” (Moats, 2020).
Hugh W. Catts
Jan/Feb 2022 – Table of Contents
Proficient reading comprehension is a major goal of early literacy instruction. At the end of each school year starting in third grade, students are given a standardized test of reading comprehension.
2021
Isabel Vargas, Colby Hall, and Emily Solari
Sept/Oct 2021 – Table of Contents
English learners (ELs) are the fastest growing population of students in the United States. There are over 4.8 million ELs enrolled in K-12 schools.
Emily Solari, Yaacov Petscher, and Colby Hall
May/June 2021 – Table of Contents
A recent meta-analysis published in Exceptional Children (Stevens et al., 2021) looked at the effects of Orton-Gillingham (OG) reading interventions on reading outcomes for students who have word reading difficulties.
Emily Solari, Colby Hall, and Anita McGinty
Jan/Feb 2021 – Table of Contents
Most educators understand that early intervention is important for the prevention and/or remediation of word reading difficulties. But how did we come to know this?
2020
Interview
Sept/Oct 2020 – Table of Contents
Timothy Shanahan is Distinguished Professor Emeritus at the University of Illinois at Chicago. Previously, he was director of reading for the Chicago Public Schools.
David A. Kilpatrick
May/June 2020 – Table of Contents
“To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and [language] comprehension.”
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