On April 21–22, The Reading League held its third annual Summit in Chicago, Illinois. Unlike traditional conferences where participants choose from a variety of sessions, the Summit offers a shared learning experience.
Adolescent literacy is complex, requiring attention to decoding, fluency, comprehension, writing, vocabulary, and engagement with challenging texts.
The Reading League has welcomed 39 teachers, school administrators, reading experts, nonprofit founders and others for its second cohort of the Educators of Color Conference Community (ECCC).
The Reading League has named noted reading scholar Jessica Toste, Ph.D., its newest editor-in-chief of The Reading League Journal, the premier publication dedicated to connecting the science of reading with educators’ professional practices.
The Reading League is concerned about the long-term impact that eliminating the Department of Education (DOE) will have on the critical infrastructure that supports learning in the United States.
Maria Murray, Ph.D, president and chief executive officer of The Reading League, or TRL, has been named nonprofit executive of the year by the CNY Business Journal. The award recognizes Murray’s leadership, vision, and profound impact as a national proponent of evidence-aligned reading instruction.
Over 2,500 educators from across the United States and seven countries gathered for our unforgettable, world-class annual conference, showcasing The Reading League’s widespread reach and impact.
We believe educators must possess professional knowledge in the science of reading to maximize outcomes for all readers. Book studies strike a perfect balance between personal reflection and collaborative learning.
Dr. Maria Murray shares ten helpful tips for using decodable texts, but first, let’s take a closer look at what decodable texts are and how they support beginning readers in developing crucial phonics skills through structured and intentional practice.
Dr. Grewal first learned about the science of reading when she was fresh from graduate school and was assigned to a low-performing school in Bakersfield, California. Almost 90 percent of the students were eligible for free or reduced lunch, and many struggled with reading.
