A student who reads words accurately can pass every reading screener in your building and still have a language disorder. In one study of 448 students in Grades 2 to 4, students with developmental language disorder (DLD) who read words well were the least likely to have ever received special education services: only 7% to 14% (Duff et al., 2020, as reported in Adlof, 2020). This post covers two questions: how to identify dyslexia, DLD, or both, and what support looks like at each tier of MTSS.

Every fall, school teams sit down with their screening data and try to work out what it is telling them. This post looks at what the research says universal reading screening can and cannot do, why giving the full battery matters, what oral reading fluency is really signalling, and where progress monitoring fits after the benchmark data is in. Included is the five-step data-based individualization process, the oral language gap most schools are not monitoring, and practical next steps for your screening plan. Written for K to 8 school teams new to Universal Screening.

Evidence-based comprehension interventions for MTSS: Reciprocal Teaching, CSR, Story Champs & NBSI. Practical strategies for Tiers 1-3 literacy instruction.

Language comprehension isn't a single skill students either have or don't have. It's an orchestrated process happening in real time while they listen or read. In this post, we break down how language comprehension develops, identify the four ways it breaks down, and show you exactly how to implement evidence-based MTSS strategies across all three tiers using the same texts with increasing intensity. Whether you're working with students with DLD, dyslexia, or reading comprehension gaps, this guide gives you concrete strategies grounded in structured literacy research.

Your student can decode every word on the page but has no idea what the passage means. You assume they need more reading practice. But here's what we're missing in schools: reading comprehension is built on language, not just decoding. In this complete guide, we break down the five components of language that form the foundation for reading and writing, show you how to teach each one across all three MTSS tiers, and explain why oral language instruction isn't separate from literacy—it IS literacy. Perfect for classroom teachers and SLPs working with students with DLD, dyslexia, or reading comprehension gaps.

Phonics is an essential part of structured literacy, but it is only one part. A strong structured literacy lesson is not just about letter sound relationships. It is grounded in language. Oral language, comprehension, vocabulary, syntax, and meaning underpin every element of effective literacy instruction.

Teaching the alphabet is more than just memorizing letters and sounds; it’s about creating a rich, engaging, and supportive learning environment. By using these research-backed strategies, you can help your child develop strong alphabet knowledge and set them on a path to literacy success.

Understanding the world of literacy instruction can be daunting for parents. However, structured literacy provides a clear, evidence-based approach that can support all learners, particularly those with dyslexia, developmental language disorder, or other reading difficulties.