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Literator helps more struggling readers catch up to grade level than any other app.

Literator guides teachers in effectively implementing research-proven instructional methods, such as reader's workshop, differentiated instruction, and data-driven interventions.


In a trial with 11 schools in CA, NJ, and NY, over 60% of students reading below grade level catch up to grade level by the end of the year when their teachers use Literator – an improvement unmatched by any other literacy tool.

A joint 2014-17 project of the Cambridge Primary Review Trust and the University of York supported by the Educational Endowment Foundation combines an independent randomised control trial with in- house quantitative and qualitative analysis of video data to assess the capacity of dialogic teaching to increase engagement and raise educational standards among children who are socially disadvantaged. It showed that pupils whose teachers had received the dialogic teaching intervention made on average two months additional progress in tests in English, mathematics and science compared with their control group peers. These attainment gains were after an intervention lasting only 20 weeks.

Developing Dialog: Process, Trials, Outcomes

Reading workshop is a way to structure a literacy block during the school day that allows for differentiation and a high level of student engagement in the process of learning to read. During reading workshop, students read independently and with partners at their independent reading levels while the teacher confers with students and leads small groups. During conferences, the teacher differentiates instruction and tailors lessons to individual student needs. Research shows that implementing reading workshop leads to positive growth in students’ reading ability and attitudes towards reading and provides time for teachers to differentiate instruction.

Reading Workshop Conferences: Review of the Literature

When early literacy interventions work with young, low-achieving children, just why they work is often poorly understood. With "Change Over Time, " you can join Marie Clay as she takes a step back from the concepts of reading failure, disability, and dyslexia, and considers a new way to view literacy learning difficulties. You begin by asking questions about the changes that occur in the cognitive processes of proficient children as they learn to read. You call what they do "constructive" and discover how you can interact daily with low-achieving children so that they too conduct literacy tasks constructively and independently.

Change Over Time in Children's Literacy Development

This study was conducted in order to gauge the effectiveness of the workshop model that has been implemented by a Midwest suburban school district. The purpose of this was to analyze student performance while being mindful of the changing demographics of the district. What was found was that student test scores in communication arts are growing despite growing numbers of students qualifying for Free and Reduced Lunch. In nearly every case, states assessment scores have grown in communication arts since implementation began.

Effectiveness of Reader’s and Writer’s Workshop Model

Differentiated learning, or tailoring curriculum and instruction to each student’s level, learning style, and pace, is a major tenet of fostering person-centered relationships in the classroom and expressing support for each student’s ability to improve and achieve goals. Studies demonstrate that students must be given access to exploration and application of key concepts, frequent interpretation, and active learning. Further, differentiated instruction should be focused on those students who have made least progress from their individual starting points. These ideas build upon the Springfield Public Schools Learning Model’s emphasis on person- centered relationships, which argues that connecting with students individually— hearing their concerns, empathizing, and communicating openly—is more likely to foster a safe, supportive, and productive learning environment.

High Expectations and Student Success

The major message is simple—what teachers do matters.When these professionals see learning occurring or not occurring, they intervene in calculated and meaningful ways to alter the direction of learning to attain various shared, specific, and challenging goals. In particular, they provide students with multiple opportunities and alternatives for developing learning strategies based on the surface and deep levels of learning some content or domain matter, leading to students building conceptual understanding of this learning which the students and teachers then use in future learning.

Visible Learning: A synthesis of over 800 meta-analyses relating to achievement

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