reading research

The Science of Reading Research

Understanding scientific evidence, what is scientific evidence, qualitative and quantitative research, evaluating research, appropriate methodologies, peer review, converging evidence, practical application, what scientific research says about reading, how does reading develop, how can we prevent reading failure, a systemwide response to reading failure.

Classroom observations under the best of circumstances (systematic and reliable observers) do not even permit generalization to other classrooms. (2004, p. 54)

The front line of defense for teachers against incorrect information in education is the existence of peer- reviewed journals in education, psychology, and other related social sciences. (Stanovich & Stanovich, 2003, p. 7)

Adams, M. J. (1990). Beginning to read: Thinking and learning about print . Cambridge: MIT Press.

Fletcher, J. M., & Lyon, G. R. (1998). Reading: A research-based approach. In W. Evers (Ed.), What's gone wrong in America's classrooms (pp. 49–90). Stanford, CA: Hoover Institute Press.

Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap. American Educator, 27 (1), 4–9.

Hersch, E. D. (2001). Overcoming the language gap. American Educator, 25 (2), 4–7.

Kennedy, M. M. (1997). The connection between research and practice. Educational Researcher, 26 , 4–12.

Liberman, A. M. (1997). Why is speech so much easier than reading? In H. C. Joshi & R. M. Joshi (Eds.), Reading and spelling: Development and disorders . Mahwah, NJ: Erlbaum.

Lonigan, C. J. (2003). Development and promotion of emergent literacy skills in children at risk of reading difficulties. In B. R. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 23–50). Baltimore: York Press.

Lyon, G. R. (1998, March). Why reading is not a natural process. Educational Leadership , 14–18.

Lyon, G. R. (2002). Reading development, reading difficulties, and reading instruction: Educational and public health issues. Journal of School Psychology, 40 , 3–6.

Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B., Shulte, A., & Olson, R. (2001). Rethinking learning disabilities. In C. E. Finn, R. A. J. Rotherham, & C. R. Hokanson (Eds.), Rethinking special education for a new century (pp. 259–287). Washington, DC: Thomas B. Fordham Foundation & Progressive Policy Institute.

McCardle, P., & Chhabra, V. (2004). The voice of evidence in reading research . Baltimore: Brookes.

Moats, L. C. (1995). The missing foundation in teacher preparation. American Educator, 19 (9), 43–51.

Moats, L. C. (1999). Teaching reading is rocket science . Washington, DC: American Federation of Teachers.

National Center for Education Statistics. (2003). National assessment of educational progress: The nation's report card . Washington, DC: U.S. Department of Education.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Reports of the subgroups . Washington, DC: National Institute of Child Health and Human Development.

Partnership for Reading. (2003). Put reading first: The research building blocks for teaching children to read. Kindergarten through grade 3 . Washington, DC: Author.

Ravid, R. (1994). Practical statistics for educators . Lanham, MD: University Press of America.

Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2 (2), 31–74.

Reyna, V. (2004). Why scientific research? The importance of evidence in changing educational practice. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research . Baltimore: Brookes.

Shavelson, R. J., & Towne, L. (2002). Scientific research in education . Washington, DC: National Academies Press.

Shaywitz, S. E. (2003). Overcoming dyslexia . New York: Knopf.

Snow, C., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children . Washington, DC: National Academy Press.

Stanovich, P., & Stanovich, K. (2003). Using research and reason in education . Washington, DC: Partnership for Reading.

Torgesen, J. K. (2002a). The prevention of reading difficulties. Journal of School Psychology, 40 (1), 7–26.

Torgesen, J. K. (2002b). Lessons learned from intervention research in reading: A way to go before we rest. In R. Stainthorpe (Ed.), Literacy: Learning and teaching . London: British Psychological Association.

Whitehurst, G. (2001). Cognitive development during the preschool years . Paper presented at the White House Summit on Early Childhood Cognitive Development. Washington, DC: U.S. Department of Education.

Wiersma, W. (2000). Research methods in education: An introduction (7th ed.). Boston: Allyn and Bacon.

Author bio coming soon

ASCD is a community dedicated to educators' professional growth and well-being.

Let us help you put your vision into action., related articles.

STEM Doesn’t Have to Be Rocket Science

Reimagining Mathematics to Save the World

The Hidden Rigors of Data Science

Picture Books Aren’t Just for the Youngest Students

Transforming STEM by Focusing on Justice

From our issue.

To process a transaction with a Purchase Order please send to [email protected]