For many years, school district leaders have been learning about (and for some, implementing) the science of reading, yet not nearly as much time has been spent on the science of writing and how writing can improve reading skills.

In recent years, it appears school leaders are less likely to administer early literacy assessments to inform instruction and intervention in grades K–2.

As we begin to close out this calendar year and prepare for the holidays, it is a good time to reflect on what has been the most popular of our meaningful professional learning offerings from EDVIEW360 during 2024.

For years, much time and effort has been spent by district and state leaders across the country to help educators understand the science of reading to improve educational outcomes for students.

The 2000 National Reading Panel (NRP) subpanel report about phonics instruction received a great deal of attention, for at least one important reason.

The science of reading has given us a clear road map to success, but knowing where to start can feel overwhelming.