Research -

The Science of Reading

Lengthy Reads

Developing Early Literacy - A Report of the National Literacy Panel

 

Lonigan, C. & Shanahan, T. (2008). Developing Early Literacy - A Report of the National Literacy Panel. National Institute for Literacy. Jessup, MD. Retrieved from:   https://lincs.ed.gov/publications/pdf/NELPReport09.pdf

 

A scientific synthesis of early literacy development and implications for intervention, it provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills.

The Science of Learning to Read

Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction

 

Langenberg, D.N., et al. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. National Reading Panel. Retrieved from:   https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

 

To assess the status of research-based knowledge, including the effectiveness of various approaches to teaching children to read.

The Science of Learning to Read

Teaching Reading: Report and Recommendations

 

Rowe, K., et. al. (2005). Teaching Reading: Report and Recommendations. Australian Government, Department of Education, Science and Training. Retrieved from:
https://research.acer.edu.au/tll_misc/5

 

. . . the teaching of beginning reading is mostly not based on findings from the available evidence-based research about how children best learn to read, and that poor reading skills are in many cases due to ineffective teaching practices based on whole-language approaches during the crucial early years of ‘first wave’ classroom teaching.

The Science of Learning to Read

Independent Review of the Teaching of Early Reading

Rose, J. (2006). Independent Review of the Teaching of Early Reading. Department for Education and Skills. Retrieved from:  https://dera.ioe.ac.uk/5551/2/report.pdf

 

At best, our settings and schools draw upon these factors and embody the principles of high quality phonic work within a language-rich curriculum that gives rise to high standards of reading and writing. It follows that the challenge now is to ensure that, in all settings and schools, the teaching and learning of early reading and writing in general, and phonic work in particular, measure up to this best practice.

The Science of Learning to Read

Ending the Reading Wars: Reading Acquisition from Novice to Expert 

Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition from Novice to Expert. Psychological Science in the Public Interest, 19, 5–51.  doi:10.1177/1529100618772271

We present a comprehensive tutorial review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English.

The Science of Learning to Read

Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research to Make Curricular and Instructional Decisions

 

Stanovich, P.J., & Stanovich, K.E. (2003). Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research to Make Curricular and Instructional Decisions. National Institute for Literacy. Jessup, MD. Retrieved from:   https://lincs.ed.gov/publications/pdf/Stanovich_Color.pdf

 

Evidence of instructional effectiveness can come from any of the following sources: demonstrated student achievement in formal testing situations implemented by the teacher, school district, or state; published findings of research-based evidence that the instructional methods being used by teachers lead to student achievement; or proof of reason-based practice that converges with a research-based consensus in the scientific literature.

The Science of Learning to Read