Tracks in the mud

What’s your brain doing as you read these words? How did it learn to read in the first place? The remarkable journey of just one letter reveals the surprising answers.

Chase a beam

Your Brain on Words

Discover the remarkable neurological changes that take place in the brain as students learn to read. 

Rewiring the brain for reading: Q&A with Bruce McCandliss, Ph.D.

Neuroscientific research is now yielding advanced insights into the connections between brain science and learning success, especially literacy. At the leading edge of this research

How to bring joy into the classroom

As a third-grader in Ithaca, New York, I picked up a book by the great American poet A.R. Ammons. I opened it, not because I was interested in great American poetry, but because the

Not all literacy intervention is created equal.

What makes for effective literacy intervention? What makes for ineffective literacy intervention? When considering intervention options, these questions matter. Yet wading through

When Kids Collide with Content

When I was a teacher, his name was Jacob. He was the kid teachers remember. He knew stuff. He’d been places. And he wanted to know more. Not more about any topic, but one particular

Learning English Through Content

In this webinar (which originally aired on November 1, 2016), Amber McWilliams (PreK–5 ELL Specialist, Amplify. Certified WIDA Prime V2 correlator) provides a variety of

Kids Need Knowledge

In this webinar (which originally aired on October 25, 2016), Susan Lambert (Vice President of PreK–5 English Language Arts, Amplify, former principal, curriculum director, and Core

Six Pillars of Effective Literacy Intervention

Students who fail to reach literacy benchmark by 3rd grade see engagement and self-esteem slide, struggle to keep up in other subjects and often drop out entirely. Per other