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Early language and literacy skills predict later reading and writing achievement (Cunningham & Stanovich, 1997; Scarborough, 2009; Snow, Porche, Tabors, & Harris, 2007).   Additionally, reading ability among adolescents is linked to content acquisition in literacy-intensive core subjects, such as science and social studies (Bloom, Hill, Black, & Lipsey, 2008; Vaughn et al., 2013).  Reading and writing skills are needed for academic, social, and economic advancement across the lifespan (Snow, Burns, Griffin, 1998).  Thus, Leadership in language and literacy research with a focus on º¬Ðß²ÝÑо¿Ëùal implications is of critical importance. According to the National Assessment of Educational Progress, roughly two thirds of our nation’s students score below proficient in reading and writing, and there is a significant achievement gap between students from low income, minority, and English learning backgrounds and their peers from more advantaged backgrounds. Given the strong influence of language on literacy, a focus on language and how it affects reading and writing, particularly for at risk populations, is of national concern.

The LLRC is home to researchers with expertise on a wide range of topics related to language and literacy, including early oral language development, reading and writing acquisition, bilingual language and literacy learning, language based learning, and curriculum and instruction in language and literacy to address issues of critical importance for children’s academic success. 

Goals of the Language and Literacy Research Center (LLRC):

• Foster collaboration among faculty and students interested in language and literacy in º¬Ðß²ÝÑо¿Ëùal contexts
• Collaborate with local, state and national partners and disseminate LLRC research to have a direct impact on policy and practice in º¬Ðß²ÝÑо¿Ëù

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