A critical gap exists between research-driven early reading disability (RD) prevention efforts and practice. To help bridge this gap, we describe the development of a technology-based tool to help preschool teachers implement responsive “assessment-guided” practices (screening, intentional teaching, and reflective monitoring, evaluation, and individualizing of learning progress) to reduce children’s risk for RD prior to school entry. Sáez, L. M. & Irvin, P. S. (2022). Preventing reading disabilities in prekindergarten using a technoligy-adied tool. Education Technology Research and Development. (2022). https://doi.org/10.1007/s11423-022-10116-w
