Reading ability has been linked to children’s overall academic achievement and post-school success. Yet not all students have access to instruction that will ensure they become successful readers. Research plays an important role in identifying practices that help teachers instruct and children learn.
In April, the HEDCO Institute released findings from their first review on school-based depression prevention programs for K-12 students. One of the most frequently asked questions about the review was: “But will these programs work for my school, with my student population?”
