Lead for Literacy
The Lead for Literacy initiative is a series of one-page memos for policymakers and early literacy leaders on how to improve young children's literacy, birth to age 9. Using evidence from research, these briefs are designed to help leaders avoid common mistakes and present solutions and strategies for scalability and impact.
Download the PDFs
- 1: Program Design for Impact
- 2: Early Identification and Intervention Practices
- 3: What Leaders Need to Know and Do
- 4: Literacy Unpacked: What Do We Mean by Literacy?
- 5: The Importance of Early Literacy Assessment
- 6: Comprehensive Assessment: Towards a More Complete Picture of Literacy
- 7: Comprehensive Assessment: Making Sense of Test Type and Purpose
- 8: Designing Professional Development for Instructional Change
- 9: Implementing Professional Development for Instructional Change
- 10: Designing Family Partnerships that Make a Difference
- 11. Implementing Family Partnerships that Make a Difference
- 12: Designing a Volunteer Program Focused on Literacy
- 13: Implementing a Volunteer Program Focused on Literacy
- 14: The Importance of Using a Literacy Curriculum
- 15: Selecting a Comprehensive Literacy Curriculum
- 16: Implementing a Comprehensive Literacy Curriculum
About the Project
Nonie Lesaux, a Harvard education professor and reading expert, leads the research group behind the Lead for Literacy initiative. Dr. Lesaux wrote this series with members of her research team, Julie Russ Harris and Joan G. Kelley. The series was made possible by the PreK-3rd Grade Initiative at the Harvard Graduate School of Education and generous funding from the W. Clement and Jessie V. Stone Foundation.
The Language Diversity and Literacy Development Research Group, Harvard Graduate School of Education (2012)
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