Scientific research has shown how children learn to read and how they should be taught. But many educators don't know the science and, in some cases, actively resist it. As a result, millions of kids are being set up to fail.
- Another Blast in the Reading Wars
(Washington Post, September 2013) - Can Prevailing Approaches to Reading Instruction Accomplish the Goals of RTI?
(Perspectives on Language, Summer 2017) - Cognitive profiles of difficult-to-remediate and readily remediated poor readers
(Journal of Educational Psychology, December 1996) - Continuing the Discussion / Preventing and Remediating Reading Failure
(Educational Leadership, March 2004) - Differentiating Between Difficult-to-remediate and Readily Remediated Poor Readers
(Journal of Learning Disabilities, May-June 2000) - Do Textbooks Used in University Reading Education Courses Conform to the Instructional Recommendations of the National Reading Panel?
(Journal of Learning Disabilities, July 2009) - Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation
(Annie E. Casey Foundation, January 2012) - The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education
(Journal of Childhood and Developmental Disorders, August 2016) - Early Reading Instruction: What Science Really Tells Us about How to Teach Reading
(The MIT Press, 2004) - The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research
(Review of Educational Research, January 2018) - Ending the Reading Wars: Reading Acquisition From Novice to Expert
(Psychological Science in the Public Interest, June 2018) - Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
(Wiley, 2015) - Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
(Institute of Education Sciences, April 2017) - How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning - and Thinking
(American Educator, 2006) - How Spelling Supports Reading
(American Educator, Winter 2005/06) - Landscapes in Teacher Prep: Undergraduate Elementary Ed
(National Council on Teacher Quality, December 2016) - Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It
(Basic Books, 2017) - Language at the Speed of Sight - On Cueing Systems, Phonemes, Speed Reading, and Sequences of Learning
(Shanahan on Literacy, July 2017) - Language Essentials for Teachers of Reading and Spelling (LETRS)
(Sopris West) - Learning to Read: An Unnatural Act
(Bulletin of the Orton Society, 1980) - Learning to Read: The Great Debate
(McGraw-Hill, 1967) - Letter from 40 linguists in response to a draft of the Curriculum Framework for English Language Arts, to be used in the public schools of Massachusetts
(July 1995) - Lighting the Way: The Reading Panel Report Ought to Guide Teacher Preparation
(American Educator, Summer 2013) - The National Reading Panel Report: Practical Advice for Teachers
(Learning Point Associates, 2006) - An Open Letter to a Defender of Whole Language Reading Instruction
(International Foundation for Effective Reading Instruction, 1999) - Prevalence of Dyslexia Among Texas Prison Inmates
(Tex Med, June 2000) - The Reading Glitch: How the Culture Wars Have Hijacked Reading Instruction - And What We Can Do about It
(Rowman and Littlefield Education, 2006) - The Reading Wars
(The Atlantic, November 1997) - Reducing the Incidence of Early Reading Difficulties
(Learn Individ Differ., March 2008) - Report on Reading First and Early Reading First, Committee Views, Title 1 Part B
(U.S. House of Representatives, May 2001) - Research and the Reading Wars
(book chapter in When Research Matters: How Scholarship Influences Education Policy, Harvard Education Press, 2008) - The Science of Reading Research
(Educational Leadership, March 2004) - The Simple View of Reading
(The Center for Development and Learning, February 2010) - Strengthening Reading Instruction Through Better Preparation of Elementary and Special Education Teachers
(National Council on Teacher Quality, August 2018) - Study of Mississippi Teacher Preparation for Early Literacy Instruction
(The Barksdale Reading Institute and The Institutions of Higher Learning, December 2015) - Study of Teacher Preparation in Early Reading Instruction
(Institute of Education Sciences, September 2010) - Summary of the (U.S.) National Reading Panel Report
(International Reading Association, 2002) - Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (Report of the National Reading Panel)
(National Institutes of Health, April 2000) - Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do
(American Federation of Teachers, June 1999) - The Three-Cueing System
(Literacy For All Issues In Teaching And Learning, 1998) - Unbalanced Comments on Balanced Literacy
(Shanahan on Literacy, October 2014) - What's Whole in Whole Language in the 21st Century?
(Garn Press, 2014) - Who Is in Charge of Teacher Preparation?
(Center for American Progress, June 2013) - Whole Language: Beliefs and Practices
(National Education Association, July 1989) - Whole-Language High Jinks
(Thomas B. Fordham Institute, January 2007) - Whole Language Lives On: The Illusion of Balanced Reading Instruction
(Thomas B. Fordham Foundation, October 2000) - Why Johnny Still Can't Read — And What to Do About It
(Forbes, May 2018) - Why Not Phonics and Whole Language?
(Bolt Beranek and Newman, Inc., 2004) - Why Reading is Not a Natural Process
(Committee on Education and the Workforce, U.S. House of Representatives, Washington, D.C., July 1997)