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Literacy

At EHD, we believe reading is a human right. Our faculty, staff and students are working to unite research, practice, and policy so that all children, in Virginia and beyond, have access to evidence-based literacy instruction.

86
years providing reading services to the community
McGuffey Reading Services

Virginia Literacy Partnerships

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VLP builds on a 20+ year partnership with the Virginia Department of Education to screen students, review curricula, train practitioners, and provide free resources to educators, parents, and the community.
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Find free professional learning resources for teachers, reading specialists, and other educators, including videos, webinars, recorded presentations, instructional materials, and more.

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Family Resource Center

Families can learn more about literacy screening in Virginia and find activities to do with their children at home to encourage reading skills.

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McGuffey Reading Services

Learn More About McGuffey

The oldest continuously running university-based reading service in the country.
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Faculty Profile: Tisha Hayes

Professor Tisha Hayes prepares teachers to enter classrooms ready to help kids gain access to new worlds through the power of literacy. She is also the director of McGuffey Clinical Reading Services, where students who struggle with reading can receive assessment and intervention, and build skills in reading, writing and spelling.

Related News: Literacy

All Literacy News

Research: Literacy

All Literacy Research

Explore the latest EHD research and resources related to literacy.

Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta-Analysis

This study meta-analyzed experimental or quasi-experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below a set norm-referenced screening or mean baseline performance threshold).

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Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading

This article describes the development and validation of the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey, which assesses teacher knowledge in the domains of (a) phonological awareness, (b) phonics, decoding, and encoding, (c) reading fluency, (d) oral language, and (e) reading comprehension.

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Conducting racial awareness research with African American children: Unearthing their sociopolitical knowledge through Pro-Black literacy method

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Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis

This study meta-analyzed the last four decades (1980–2020) of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K–5 with or at risk for word reading difficulties.

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Pilot Study of Unlocking Understanding Professional Development to Support Grade 3 Reading Comprehension

This study piloted a reading comprehension instruction professional development intervention for teachers of upper elementary grade students (Unlocking Understanding), exploring the relative effects of two versions of the intervention that varied the degree of lesson scripting.

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Fostering Independence While Teaching Students With or at Risk for Reading Disabilities

This article describes the GRR model of instruction and provides specific guidance and resources to support special education teachers in implementing the GRR model during small-group reading instruction in primary-grade classrooms, with a particular emphasis on facilitating group and independent practice.

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Examining the Impact of COVID-19 on the Identification of At-Risk Students: Fall 2021 Literacy Screening Findings

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Observing Two Reading Intervention Programs for Students with Dyslexia

This exploratory study examined the nature of instruction provided in two reading intervention programs designed for elementary-grade students with dyslexia (The Multisensory Teaching Approach and Reading RULES!).

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An examination of the heterogenous nature of literacy development in Spanish-speaking preschool children

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