Fix the Water, Not the Fish: Improving Reading Outcomes through Implementation Science
Description
Monique shows how implementation science researches the uptake and implementation of evidence-based practices to scale to make sure evidence-based reading practices reach the students who will most benefit from them.
Co-Developing Professional Learning to Bring the Science of Reading to Students with Extensive Support Needs
Description
Alice presented on co-development with special education teachers, administrators, university faculty, and doctoral students of professional learning focused on the science of reading for students with extensive support needs.
National Project on Achievement on Twins (NatPAT) COVID Study
Dr. Sara Hart, W. Russell and Eugenia Morcom Professor of Psychology and Florida Center for Reading Research (FCRR) faculty member, and Dr. Callie Little, research faculty in the Quantitative Methodology and Innovative division of FCRR, have received a $2.9 million grant from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) to conduct a five-year study to uncover the mechanisms through which COVID-19 has and will continue to have impacts on children’s reading skills.
The Impact of the PLEASE READ (Infographic)
Description
A brief graphical introduction to the PLEASE READ (Preventing Learning Loss At Home in Summer with Extension Reading Activities) program
Engaging Communities in Equity- Centered Research: Librarians as Partners in the Science of Reading
Description
In order to meet the library’s annual plan goals around increasing knowledge of language and literacy development, youth services librarians will participate in a series of professional development workshops facilitated by FCRR.
