Kentucky Reading Research Center receives Board-Approved Center designation

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Date added: June 27, 2025

The Kentucky Reading Research Center was approved as a Board-Approved Center by the University of Louisville Board of Trustees at its June 26, 2025 meeting.

This designation formally recognizes the Center’s essential contributions to research and innovation at the university. It also reinforces the important role the Center plays in advancing evidence-based literacy practices and policy in partnership with the Kentucky Department of Education, the General Assembly, and communities across the Commonwealth.

“This recognition is a reflection of the incredible work being done by our team, contributors, and partners,” said Scott. “It’s a true team effort, and we’re proud of what we’ve accomplished together in support of literacy outcomes for Kentucky students, families, and educators.”

Incoming Associate Dean for Research and Innovation Jon Lee (left) and College of Education and Human Development Dean Tabitha Grier-Reed (center) joined Kentucky Reading Research Center Executive Director Terry Scott at the Board of Trustees meeting as the approval was finalized.

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Reading Resources

for Kentucky Leaders, Educators & Families

Learn about the most effective, practical and proven reading literacy programs based on the latest academic research, and the best ways to advocate for kids in your care.

For Leaders

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Supporting literacy instruction for preschool-aged children

Strong systems support intentional, integrated literacy instruction for early learners.

For Educators

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Effective Literacy Instruction for Early Learners

The most effective instruction for preschoolers combines explicit teaching with guided play.

For Families

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Helping your preschooler learn to read and succeed in school

Simple, everyday interactions (i.e., talking, reading, and playing) build strong literacy skills.

For Researchers

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Preparing Teachers to Connect Instruction with Play-Based Learning

Effective preparation equips educators to intentionally blend instruction and application.

Evidence at Your Fingertips

Explore our clearinghouse of scientifically-based reading research, where evidence-based insights inform effective literacy practices for Kentucky educators, education and civic leaders, parents and caregivers, and educator preparation providers.

Emergent Literacy Instruction Across Classroom Activities

A systematic review of research related to literacy instruction for preschool-aged children.

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Emergent Literacy Instruction Across Classroom Activities

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Effective Reading Fluency Interventions for Students in Grades 4-9

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The Effects of Vocabulary Instruction for Adolescent Learners

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Reading-Writing Connection: Integrated Literacy Instruction in K-3

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Content-Rich Interventions on Reading Outcomes in Grades K-3

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Text-Based Discussion Intervention Outcomes for Adolescent Readers

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Adolescent Motivation and Engagement in Literacy Learning

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Foundational Reading Comprehension Interventions for K-3 Students

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Adolescent Reading Comprehension Instruction and Intervention

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The Effects of Academic Vocabulary Knowledge Interventions

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Review of Disciplinary Literacy Research on Adolescent Readers

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Oral Fluency Interventions for K-3 Students

A systemic review of oral reading fluency research from 2014 to 2025.

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A Review of K-3 Phonics Practices or Interventions

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Multisyllabic Word Reading Interventions for Grades 4-9 Students

A systematic review of studies published between 2008 and 2024.

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evidence snapshots

Reading Resources

for Kentucky Leaders, Educators & Families

For Leaders

Strong systems support intentional, integrated literacy instruction for early learners.

For Educators

The most effective instruction for preschoolers combines explicit teaching with guided play.

For Families

Simple, everyday interactions (i.e., talking, reading, and playing) build strong literacy skills.

For Researchers

Effective preparation equips educators to intentionally blend instruction and application.

Evidence at Your Fingertips

A systematic review of research related to literacy instruction for preschool-aged children.

A systematic review of research related to literacy instruction for preschool-aged children.

A review of interventions designed to help adolescent learners develop reading fluency.

A systematic review of research on the effects of vocabulary instruction for adolescent readers.

Research on early literacy consistently shows that reading and writing reinforce one another.

Content-rich literacy instruction can meaningfully boost knowledge and vocabulary acquisition.

A review of literature related to text-based discussion in adolescent reading instruction.

A systematic review of instructional interventions that support motivation in grades 4-9.

A review of instructional interventions aimed improving foundational reading comprehension.

A review of studies addressing eading comprehension outcomes among adolescent learners.

Research supporting an emphasis on vocabulary and academic language development.

A comprehensive review of intervention research focused on disciplinary literacy for adolescents.

A systemic review of oral reading fluency research from 2014 to 2025.

A review to help children in K-3 develop foundational reading skills related to phonics.

A systematic review of studies published between 2008 and 2024.

A review of effective phonological and phonemic awareness instruction for K-3 students.

Research Clearinghouse Resources