Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities by Roddy Theobald et al.

We used survey and administrative data from Washington State to assess the degree to which
special education teacher preparation, district literacy instructional practices, and the alignment
between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special education teachers in grades 4-8.

Organization and Management of Language Arts Teaching: Classroom Environments, Grouping Practices, and Exemplary Instruction by Lesley Morrow, Ray Reutzel, and Heather Casey

A major concern of teachers is organization and management of their language arts programs.
Teachers are able with appropriate professional development to integrate cutting-edge strategies into their literacy curriculum, but have a difficult time putting the different pieces of the program together in their school day.

The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading by Nell Duke and Kelly Cartwright

The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions.


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