The Science of Reading: Seeking Research-Based Answers to Critical Questions
November 30, 2022
I wrote a series of five blogs in late 2020 on the relationship of research to reading acquisition and instruction. In the first blog, I promised a final blog that would raise questions that require the attention of researchers. I am finally following through on that promise. This blog presents questions about the curriculum, instruction, and texts of reading instruction (especially in the early stages) for which I have been looking for answers in the ensuing two-year gap.
The Science of Reading: Introduction
December 3, 2020
The Science of Reading shows research can be used to increase children’s reading proficiency.
The Science of Reading, Part 1: Why Orthography Is So Critical
December 3, 2020
Part 1 answers the question: Why is the orthography of English so important in learning to read (and critical for teachers of reading to understand)?
The Science of Reading, Part 2: What We Know Works – Curriculum
December 3, 2020
Part 2 provides insights from the science of reading on important aspects of a curriculum in reading acquisition.
The Science of Reading, Part 3: What We Know Works – Instruction
December 3, 2020
Part 3 discusses how reading acquisition can be supported and what instructional activities can be delivered to a beginning reading class.
The Science of Reading, Part 4: Instruction That Does NOT Support Independent Word Recognition
December 3, 2020
Part 4 is a review of the research on practices that we know do not promote reading acquisition.
The Science of Reading, Part 5: Teacher Preparation, Research, and Policy
November 12, 2020
This symposium directly addresses our conference theme of “All of us are smarter than each of us: Collaborate for impact” by bringing together expertise on a topic that many LRA members are confronting: the science of reading.