Videos: Webinars

Cognitive Load Theory is often praised for helping teachers design instruction that supports how students actually learn. But how strong is the evidence behind the claims when it comes to teaching students how to read?

One of my New Year’s resolutions is to finally get a better handle on the Science of Reading. I hear it mentioned constantly, but I don’t always feel confident that I understand what it actually means or how it should show up in my classroom. What’s a good place to start if I want to learn more without falling down a research rabbit hole?

When students use self-questioning to edit their writing, they develop the skills necessary to evaluate their own compositions. Student-friendly checklists and rubrics support strategic proofreading.

Once isolated from reading, writing instruction is evolving toward integration. New research champions interleaving— revisiting genres across the year— to deepen retention and strengthen transfer. The result? Writing that’s connected and inspired by what students read.

Discover The Power of Sentence Writing—a guide to four high-leverage practices that strengthen literacy and build students’ writing fluency, complexity, and confidence across all content areas.

Writing instruction presents unique challenges in diverse classrooms. Dr. Adrea Truckenmiller shares how her Writing Architect project and collaborative research make literacy skills visible—bridging writing and reading assessment to support equitable instruction.

Building on insights shared by Dr. Katie Pace Miles, this overview highlights three analogies from Ehri, Shanahan, and Kim that clarify how reading and writing relate. A brief look at how key theoretical models explain both the overlap and differences between the two skills.

Reading and writing are reciprocal processes that rely on shared language and cognitive skills. Nancy Hennessy explores how explicit writing instruction enhances comprehension, offering frameworks and classroom strategies that connect reading and composition for deeper understanding.

Reading and writing draw from the same cognitive and linguistic systems, yet instruction often treats them as separate. Dr. Katie Pace Miles examines research connecting reading and writing development, emphasizing explicit, integrated instruction and systematic feedback.

Older, struggling learners need targeted literacy support that goes beyond foundational skills. Dr. Mitchell Brookins examines how secondary educators can strengthen Tier 1 instruction by addressing fluency, academic vocabulary, syntax, and text organization to build students’ knowledge and confidence.