# Characterizing Current Practices in Literacy Instruction ## expand\_more 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: Download 3 citations download- [BibTeX](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=11&content_filter%5B1%5D=116&content_filter%5B2%5D=121&&format=bibtex) - [EndNote X3 XML](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=11&content_filter%5B1%5D=116&content_filter%5B2%5D=121&&format=endnote8) - [EndNote 7 XML](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=11&content_filter%5B1%5D=116&content_filter%5B2%5D=121&&format=endnote7) - [Endnote tagged](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=11&content_filter%5B1%5D=116&content_filter%5B2%5D=121&&format=tagged) - [Marc](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=11&content_filter%5B1%5D=116&content_filter%5B2%5D=121&&format=marc) - [PubMedId](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=11&content_filter%5B1%5D=116&content_filter%5B2%5D=121&&format=pubmed_id) - [RIS](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=11&content_filter%5B1%5D=116&content_filter%5B2%5D=121&&format=ris) 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](https://doi-org.ezp-prod1.hul.harvard.edu/10.1080/10888438.2024.2418582). *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](https://doi-org.ezp-prod1.hul.harvard.edu/10.1080/10888438.2024.2418582). *Scientific Studies of Reading*, *29*(1), 29. (Original work published 2025) - add\_circle do\_not\_disturb\_on Abstract **Purpose:** Nearly 50 years ago, Durkin (1978–1979) conducted a seminal observation study on reading comprehension teaching in Grades 3 through 6. She reported that teachers rarely taught reading comprehension (less than 1% of instructional time). Since then... 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](/publication/uniting-literacy-progress-ohios-systems-approach-preparing-and-supporting-p20-educators)*. *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](/publication/uniting-literacy-progress-ohios-systems-approach-preparing-and-supporting-p20-educators)*. *75*(3), 477-488,. https://doi.org/10.1007/s11881-025-00350-1 (Original work published 2025) - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](https://doi.org/10.1007/s11881-025-00350-1) Over the past decade, educators in Ohio have sought to reform reading instruction, driven by a desire to improve reading outcomes and bolstered by legislative actions and statewide partnerships. The Ohio Deans Compact, a coalition of prekindergarten... - [ descriptionPublisher's Version](https://doi.org/10.1007/s11881-025-00350-1) 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](/publication/examining-type-and-direction-teacher-feedback-provided-fourth-grade-classrooms-inform). *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](/publication/examining-type-and-direction-teacher-feedback-provided-fourth-grade-classrooms-inform). *The Elementary School Journal*, *124*(1), 109-128,. https://doi.org/10.1086/725668 (Original work published 2023) - [ descriptionPublisher's Version](https://doi.org/10.1086/725668) - [ descriptionPublisher's Version](https://doi.org/10.1086/725668)