Literacy Professional Development: Evidence-Based Practices and Insights from Virginia

Authors

• Meleah Ellison, Virginia Commonwealth UniversityFollow
• Shelby Garofalo, Virginia Commonwealth UniversityFollow
• Vanessa Sekinger, Virginia Commonwealth UniversityFollow
• Joan A. Rhodes, Virginia Commonwealth UniverFollow
• Sharrie Merritte, Virginia Commonwealth UniversityFollow
• Maggie Szydlowski, Virginia Commonwealth UniversityFollow
• Meera Mehtaji, Virginia Commonwealth UniversityFollow
• Valerie Robnolt, Virginia Commonwealth UniversityFollow
• Thea Racelis, Virginia Commonwealth UniversityFollow

Document Type

Article

Original Publication Date

2026

Date of Submission

April 2026

Abstract

This report is part of the MERC Literacy Study. It explores recently published research and publicly accessible professional development (PD) offerings frequently used across the Commonwealth to support the implementation of the Virginia Literacy Act (VLA). Findings from this report support the ongoing PD of school staff and relevant partners in the VLA’s purpose of improving literacy outcomes for students in grades K-8 across Virginia.

Recommended Citation

Ellison, M., Garofalo, S., Sekinger, V., Rhodes, J., Merritte, S., Szydlowski, M., Mehtaji, M., Robnolt, V. & Racelis, T. (2026). Literacy Professional Development: Evidence-Based Practices and Insights from Virginia. Richmond, VA: Metropolitan Educational Research Consortium.

Is Part Of

VCU MERC Publications