Data-Driven Literacy: Translating Reading Assessments Into Evidence-Based Practice (Science of Reading, Literacy Assessment, Reading Intervention, Progress Monitoring)

Too many educators feel overwhelmed by literacy data, unsure of what to do next. Authors Sheila Mulder and Heather Silvia help teachers turn assessments into clear instructional decisions that improve reading outcomes. Through actionable tools, collaborative problem solving, and evidence-based practices, educators can confidently create more intentional literacy instruction to maximize their students’ learning.

• Hone their knowledge of various types of literacy assessments and how they measure reading skills
• Implement targeted reading interventions based on data-driven insights
• Collaborate with fellow educators to discuss, design, and share effective literacy practices
• Enhance instructional practices to track student progress and attain reading goals
• Inform effective reading instruction through interpreting assessment data

Contents:
Introduction
Chapter 1: The Why and Types of Assessments
Chapter 2: Screeners
Chapter 3: Diagnostic Assessments
Chapter 4: Progress-Monitoring Assessments
Chapter 5: Summative Assessments
Chapter 6: Common Concerns and Intentional Actions
Epilogue
References and Resources
Index

Sheila Mulder, EdD, is an assistant professor at Dakota State University in South Dakota. She teaches undergraduate literacy courses and has taught both undergraduate and graduate curriculum development courses. Her experience includes roles as an instructional coach, and a curriculum and assessment coordinator in an elementary school, and teaching positions in both middle school and elementary classrooms. Dr. Mulder is passionate about employing high-impact, evidence-based instructional strategies, along with feedback and differentiation practices, to ensure learning for all students.
She has collaborated with schools and districts to redesign literacy curricula and instructional methodologies and has contributed to revising the state’s English language arts (ELA) standards. Her work involves guiding teachers and administrators to understand research on reading development and to implement effective instructional and assessment practices.
Dr. Mulder holds a bachelor’s degree in elementary education, a master’s degree in educational leadership from the University of Sioux Falls, and a doctorate in K–12 educational leadership from the University of South Dakota. Her doctoral research focused on the impact of formative feedback on learning.

Heather Silvia is a presenter with more than 30 years of experience as an educational leader and inspirational keynote speaker. A Model PLC at Work® principal, she maintains a laser focus on collaboration, data-driven decision making, and leadership development. Her background includes serving the education community as a teaching assistant, classroom and reading teacher, instructional coach, principal, and presenter.
With decades spent in leadership development, Heather focuses on collaborating and inspiring others to ensure all students reach high levels of achievement. She is sought after by numerous schools, colleges, and universities to ignite the passion in current and future educators. In addition to being a proponent of The Reading League and the science of reading, Heather has served on the boards of several leadership development programs for colleges, universities, Boards of Cooperative Educational Services (BOCES), and educational groups. You will also find her as a peer editor quoted on the back cover of Personalized Learning in a PLC at Work.
Heather holds both a bachelor’s degree and master’s degree in education and reading from the State University of New York at Cortland and a certificate of advanced studies in educational leadership from the State University of New York at Oswego.