Why is adaptive teaching replacing differentiation? Adaptive teaching adjusts instruction in real-time, balancing high expectations with individual needs. The challenge: easing off traditional differentiation without losing necessary support. We’ll explore this in detail in an upcoming series. For now, remember: Targeted interventions (e.g., literacy support) remain essential. And parts of differentiation are still needed—students working below age-level require realistic expectations. #AdaptiveTeaching #Differentiation #InclusiveEducation #TeachingStrategies

Discover why Reading Horizons CEO Tyson Smith believes now is the moment to redefine what comprehensive literacy means for schools. In his new blog, Why Now, Why Ascend, Tyson outlines how Ascend unifies literacy instruction, simplifies complexity, and equips educators to help every learner thrive. 📘 Read the blog: https://bit.ly/43B6vQH #ReadingHorizons #ComprehensiveLiteracy #ScienceOfReading #EdTech #LiteracyInstruction

Curious how we got to a literacy crisis? Our new blog unpacks the shifts in reading instruction over time and what it means for today’s students and education policy. If you’re following education policy, this one’s worth a read. https://lnkd.in/gbfqR9RS

At Learning to Learn LLC, we combine neuroscience-informed reading strategies with personalised consulting to help students and educators build sustainable literacy skills that last. We partner with parents and schools in Summerville, SC to translate research into practical classroom and at-home routines that boost confidence, comprehension, and long-term success. Learn how our evidence-based approach supports lifelong learning and measurable results: https://wix.to/9v63ydT 📘✨ #EducationLeadership #LiteracyMatters #EvidenceBasedPractice

Good news: early literacy is improving — but not fast enough. By the end of last school year, about 68% of K–2 students were on track to learn to read — up from just 56% in 2020–21. 🙌 That’s major progress, but the growth is starting to slow. The “easy gains” from post-pandemic recovery may be behind us. So what does that mean for us as literacy coaches and teachers? It’s time to shift from catch-up mode to sustain and deepen mode. Once students hit benchmark, don’t stop instruction — extend it. Focus on: 📚 Text complexity 💬 Vocabulary depth 🧠 Comprehension strategies ⚡ Reading fluency Let’s keep the momentum going — our readers are counting on it. 💪 #EarlyLiteracy #ScienceOfReading #ReadingGrowth #LiteracyRecovery #TeachingWithData #LiteracyCoach #K2 #ReadingInstruction #TeachersOfInstagram

Good news: early literacy is improving — but not fast enough. By the end of last school year, about 68% of K–2 students were on track to learn to read — up from just 56% in 2020–21. 🙌 That’s major progress, but the growth is starting to slow. The “easy gains” from post-pandemic recovery may be behind us. So what does that mean for us as literacy coaches and teachers? It’s time to shift from catch-up mode to sustain and deepen mode. Once students hit benchmark, don’t stop instruction — extend it. Focus on: 📚 Text complexity 💬 Vocabulary depth 🧠 Comprehension strategies ⚡ Reading fluency Let’s keep the momentum going — our readers are counting on it. 💪 #EarlyLiteracy #ScienceOfReading #ReadingGrowth #LiteracyRecovery #TeachingWithData #LiteracyCoach #K2 #ReadingInstruction #TeachersOfInstagram

Over the past few months, I’ve seen schools truly lean into the work of strengthening adolescent literacy with a renewed sense of urgency and purpose. Leaders and teachers alike are embracing the Science of Reading to reimagine how we support middle and high school students in developing both decoding and comprehension skills. Together, we’ve built capacity around the Reading and Writing Rope frameworks, using data and collaboration to drive consistent, evidence-aligned practice. It’s been powerful to witness this collective commitment to ensuring every student has access to the literacy instruction they deserve.

How do we know if students are truly growing as readers? 📖 In this week's blog, Kristen Braatz reminds us that literacy development can’t be measured by decoding alone. Real progress shows up when students apply skills to make meaning, think critically, and communicate with confidence. Read the full blog: https://bit.ly/3LbNZbe #LiteracyInstruction #MagneticLiteracy #EdTech #EdBlog

IFLIP (Inverted, Flexible, Inclusive Pedagogy) empowers students to “truly engage in self-directed learning,” says our Wei-Chen Hung, part of a team of researchers seeking evidence to support adding this instructional model to teacher-preparation programs. https://go.niu.edu/uyllae