Characterizing Current Practices in Literacy Instruction

Characterizing current practices in literacy instruction provides insights into the ways in which we can improve literacy outcomes for students with, or at risk for, reading difficulties. Through analysis of classroom instruction and the broader systems of literacy support, we examine how literacy instruction is currently implemented across educational contexts. This work focuses on identifying the extent to which evidence-based practices are taken up and sustained in real-world settings and the factors that influence teacher decision-making. Findings from this line of research inform the design and refinement of instructional approaches, professional learning efforts, and implementation supports aimed at strengthening evidence-based literacy instruction across diverse settings. 

Select Publications on Current Practices:

Capin, P., Dahl-Leonard, K., Hall, C., Yu, N. Y., Cho, E., Chatzoglou, E., Reiley, S., Walker, M., Shanahan, E., Andress, T., & Vaughn, S. (2025). Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study. Scientific Studies of Reading, 29(1), 29. (Original work published 2025)
Capin, P., Dahl-Leonard, K., Hall, C., Yu, N. Y., Cho, E., Chatzoglou, E., Reiley, S., Walker, M., Shanahan, E., Andress, T., & Vaughn, S. (2025). Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study. Scientific Studies of Reading, 29(1), 29. (Original work published 2025)
Capin, P., Telfer, D., Giammarco, S., Brobeck, D., Ottley, J. T., Tambyraja, S. R., & Weber-Mayrer, M. M. (2025). Uniting for literacy progress: Ohio’s systems approach to preparing and supporting P20 educators to teach all children to read well. 75(3), 477-488,. https://doi.org/10.1007/s11881-025-00350-1 (Original work published 2025)
Capin, P., Telfer, D., Giammarco, S., Brobeck, D., Ottley, J. T., Tambyraja, S. R., & Weber-Mayrer, M. M. (2025). Uniting for literacy progress: Ohio’s systems approach to preparing and supporting P20 educators to teach all children to read well. 75(3), 477-488,. https://doi.org/10.1007/s11881-025-00350-1 (Original work published 2025)
A., S. E., Philip, C., Alicia, S., Elizabeth, S., & Sharon, V. (2023). Examining the Type and Direction of Teacher Feedback Provided In Fourth-Grade Classrooms to Inform Teacher Preparation. The Elementary School Journal, 124(1), 109-128,. https://doi.org/10.1086/725668 (Original work published 2023)
A., S. E., Philip, C., Alicia, S., Elizabeth, S., & Sharon, V. (2023). Examining the Type and Direction of Teacher Feedback Provided In Fourth-Grade Classrooms to Inform Teacher Preparation. The Elementary School Journal, 124(1), 109-128,. https://doi.org/10.1086/725668 (Original work published 2023)