As people are increasingly concerned about ecological issues like global warming, sustainable agriculture, anti-biotic resistant diseases, and the latest health trends and diets, it may be time to consider a biologically-savvy view of literacy development. Biology is foundational to developmental science and neuroscience, and literacy development has historically held to a naturalistic account of growth. Here are the director’s thoughts from the latest issue of the Journal of Adolescent and Adult Literacy.
Dyslexia is on a lot of reading teachers’ minds these days. In this column from the Journal of Adolescent and Adult Literacy, Hruby explains the clinical definition of dyslexia. This is the same definition of dyslexia mandated by law in Kentucky (KRS 158.307), so even though it was published in a journal for intermediate, secondary, and post-secondary literacy, it applies to early childhood and primary grades as well. Click here.
A Collaboration Among
The mission of the Collaborative Center for Literacy Development (CCLD) is to promote literacy and address the diverse needs of all learners through professional development for Kentucky educators and research that informs policy and practice.
In 1998, the Kentucky General Assembly unanimously passed Senate Bill 186, which established the Collaborative Center for Literacy Development: Early Childhood through Adulthood. CCLD is administered through the Council on Postsecondary Education and housed at the University of Kentucky College of Education. CCLD is a collaboration among the eight state universities and the National Center for Families Learning. Senate Bill 1, enacted in 2000, directed CCLD to provide professional development for adult education instructors. In the same year, House Bill 502 provided additional funding for the Reading Recovery Teacher Leader Training Program at the University of Kentucky.