Research+and+Resources

The research provided here has driven the legislation regarding reading instruction in the United States. There are also reading intervention resources that provide research-based strategies.

[|The Savvy Teacher's Guide: Reding Interventions That Work] Jim Wright July 2001 The great majority of the interventions described in this manual were selected because they had been cited as effective in the recent National Reading Panel (2000) report, a comprehensive meta-analysis of successful reading strategies.

[|Put Reading First: The Research Building Blocks for Teaching Children to Read] National Reading Panel September 2001 This 58-page teacher's guide provides a framework for using the findings of the National Reading Panel in the classroom. It describes the NRP findings and provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Each section also suggests implications for classroom instruction with examples of how the findings can be implemented.

[|The NICHD Research Program in Reading Development, Disorders and Instruction] By G. Reid Lyon, Ph.D. Published: March 5 2009 Since 1965, the National Institute of Child Health and Human Development (NICHD), within the National Institutes of Health (NIH), has conducted and continuously supported research efforts to address three fundamental questions that must be answered if reading failure is to be understood and addressed successfully. These three questions are: (1) How do children learn to read? What are the critical environmental, experiential, cognitive, linguistic, genetic, neurobiological, and instructional conditions that foster reading development? (2) Why do some children and adults have difficulties learning to read? What specific cognitive, linguistic, environmental, and instructional factors impede the development of accurate and fluent reading skills, and what are the most significant risk factors that predispose youngsters to reading failure? (3) How can we help most children learn to read? Specifically, for which children are which teaching approaches and strategies most beneficial at which stages of reading development?