Resources

This mixed-methods study examines middle school students’ academic language development in the context of a year-long professional development project titled, Developing Content Area Academic Language (DCAAL).

These briefs are designed to aid New York State educators in implementing the NYS Next Generation Learning Standards; complement and support the Next Generation Standards and related documents

Educators are aware of the need to promote students’ academic language to support text comprehension. Yet, besides teaching academic vocabulary, many educators continue to ask, What would this instruction entail?

Word Generation emphasizes 21st century learning goals, such as using academic language, developing an argument, reasoning analytically, reading to find evidence, reviewing data, discussing various perspectives, engaging in debate, and expressing well-reasoned positions in writing

STARI, our reading intervention program, is a literature-focused, Tier II intervention for students in grades 6-9 who read two or more years below grade level

The Writing Revolution train and support teachers and school leaders in implementing the Hochman Method, an explicit set of evidence-based strategies for teaching writing

To increase reading volume and help students access challenging texts, the authors propose a four-dimensional framework for text sets.

Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading.

Knowledge plays an inarguably critical role in reading comprehension. When considering the science of reading, it is important to engage with varying theoretical frameworks and empirical research that inform our collective understanding regarding the intersection of knowledge and literacy in K-12 classrooms.

Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences.

Many educators in schools have coaching responsibilities. These literacy leaders, including reading specialists, teacher-leaders, literacy coaches, and administrators, are working to develop, implement, and sustain powerful schoolwide literacy programs.

This much-awaited book offers a practical research-based framework for thinking about instructional leadership, along with the necessary resources and tools for improving practice.

What do you get when a high school English teacher, a middle school literacy coach, and an elementary school teacher realize that the old adage of “every teacher is a teacher of reading” misses the bigger picture?

To create a coaching culture, school leaders have to make it a priority and support coaching at every level, and continuously. This article offers five "dos" and four "don'ts" for school leaders on how to support coaching at their schools, highlighting topics such as professional development for coaches, scheduling time for coaching, creating a shared vision, and keeping focus on goals.

SERP has received several requests for recommendations regarding how to adapt STARI for use at home during this challenging period of distance learning. In response to these requests, we have adapted several resources to share with the STARI community

Keeping Your Upper Elementary and Middle School Students Hooked on Words While at Home by Shane Templeton (1-hour webinar).

Word Work at a Distance by Nell Duke (1-hour webinar).