Reading and literacy are complex. Educators know the best practices are effective practices. Take a look at an educator-developed set of recommendations for supporting reading and literacy.

In Summer 2023, a working group of Massachusetts Teachers Association members collaborated to identify policy and practice recommendations for schools at all levels to support student’s literacy

With growing public discussion of “the science of reading,” a group of MTA members identified what what educators need to implement effective and evidence-based practices that include, but not limited to, phonemic awareness, phonic, decoding, fluency, vocabulary, comprehension, handwriting, and composition. Local school districts need the flexibility to identify the reading and literacy curriculum, instructional models and interventions that meet the needs of their students.

Supports shouldn’t end at grade three. Staffing and resources for literacy instruction and interventions need to be included for all grade levels. Students need well-funded libraries that offer print and digital reading materials in English and their primary language to foster a love of reading for pleasure but also to expand their learning across all content areas.

Take a look at our full document below! And let us know in the comments if there are other resources available educators and families to learn more about supporting literacy and language development.

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2 thoughts on “Reading + Literacy Instruction Recommendations

  1. Including English Learners with Disabilities in Assessments
    Liu, Kristin K.; Thurlow, Martha L.; Peterson, Darrell H.
    Journal of Special Education Leadership, v35 n2 p99-111 Sep 2022
    This article addresses the inclusion of English learners with disabilities, including those with significant cognitive disabilities, in state and district assessments. The authors provide background information on who these students are and the relationship between academic English language development, content learning, and assessment. The article highlights the importance of having good assessment data on English learners with disabilities and how to collect these data, as well as the role of the Individualized Education Program (IEP) team in assessment decisions for English learners with disabilities. The authors conclude by discussing how administrators can support the appropriate inclusion of English learners with disabilities in assessments and the interpretation of their results.

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