Welcome to our educational white paper showcase, where we bring you a curated collection of groundbreaking research and insights from esteemed scientists and researchers. Our page serves as a knowledge hub, providing you with a wealth of valuable information and thought-provoking ideas across a wide range of disciplines. Each white paper delves into the depths of its respective field, offering a unique blend of expertise, data-driven analysis, and visionary thinking. Explore these illuminating works to expand your understanding, stay up-to-date with the latest advancements, and discover the transformative potential of scientific inquiry.
Written by Maria S. Murray, Kristen A. Munger, Elfrieda H. Hiebert
In this study, the student texts and teacher guides of two reading intervention programs for at-risk, first-grade students were analyzed and compared: Fountas and Pinnell’s Leveled Literacy Intervention (LLI) and Scott Fores- man’s My Sidewalks (MS). The analyses drew on the framework of available theory and research on begin- ning texts developed by Mesmer, Cunningham, and Hiebert in 2012. This framework includes attention to word-level, text-level, and program-level features.
Written by Laura Stewart; Author and National Director for The Reading League
This article delves into the science of reading and presents compelling evidence that supports a shift in reading instruction practices. Published recently, the article draws on extensive research to highlight the importance of explicit and systematic instruction in phonics, phonemic awareness, fluency, vocabulary, and comprehension. By emphasizing the need for evidence-based approaches, the article advocates for a transformative era in reading instruction, aiming to equip educators with effective strategies to help all learners become skilled readers.
Written by Maria S. Murray, Kristen A. Munger, and Sheila M. Clonan
For students with reading disabilities who experience difficulties with oral reading fluency, school-based interventions frequently focus on increasing speed through interventions such as repeated readings of texts. Students may not respond adequately to such “fluency only” interventions if the underlying skills that lead to fluent reading are overlooked. This article serves to bridge a theory-to-practice gap by highlighting the use of assessment as a strategy to achieve more effective reading fluency outcomes.
Written by Benita A. Blachman, Christopher Schatschneider, Jack M. Fletcher, David J. Francis, Sheila M. Clonan, Bennett A. Shaywitz and Sally E. Shaywitz
Second- and 3rd-grade children with poor word-level skills were randomly assigned to 8 months of explicit instruction emphasizing the phonologic and orthographic connections in words and text-based reading or to remedial reading programs provided by the schools. At posttest, treatment children showed significantly greater gains than control children in real word and nonword reading, reading rate, passage reading, and spelling, and largely maintained gains at a 1-year follow-up. Growth curve analyses indicated significant differences in growth rate during the treatment year, but not during the follow-up year. Results indicate that research-based practices can significantly improve reading and spelling outcomes for children in remedial programs.
An Evidence-Based Assessment of the Scientific Research Literature on Reading and its
Implications for Reading Instruction.
The National Reading Panel Report is a significant document that guides how we teach reading. It was published in 2000 and is based on a careful review of scientific research on reading instruction. The report gives clear recommendations on what works best when teaching reading, including important skills like understanding sounds in words, knowing how letters and sounds connect, reading smoothly, learning new words, and understanding what is being read. It helps teachers and educators understand the best strategies to help people become better readers.
Written by Anne Castles, Kathleen Rastle, and Kate Nation
There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of “reading wars.” Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. 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.