This document provides definitions and additional resources to refer back to for foundational concepts in the Science of Reading research in the form of an annotated bibliography.

The Thomas B. Fordham Institute study shows that an extra 30 minutes of social studies is linked to better reading comprehension for elementary students. The research underscores the importance of background knowledge and subject-specific vocabulary in reading development.

This research article from Handbook on the Science of Early Literacy focuses on bilingual students (Dual Language Learners/DLLs) and emphasizes that supporting DLLs in building well-developed word-reading skills and sustained language comprehension can help lay the foundation for reading achievement.

This article synthesizes the results of two meta-analyses on phonemic awareness and phonics instruction. Through the examination of 52 studies, phonemic awareness instruction positively impacted students ability to read in all settings such as individual, small group, and classroom settings.

This article discusses the importance of education practioners becoming knowledgable of key reading research. Building an understanding of the research and developing the appropriate tools/questions for analysis will help teachers and leaders apply research and put it into practice in order to meet their students' needs.

This review examined research trials in K-2 settings, as well as a preliminary study testing a content-centered ELA curriculum, to understand the impacts of building content knowledge in ELA instruction on reading & linguistic comprehension. Early studies suggest building content knowledge has positive effects on language comprehension, but additional research is needed to further substaintiate this approach to build reading comprehenshion explicity through knowledge building.

This review examined 69 studies on 51 programs, identifying positive outcomes in tutoring, cooperative learning, whole-school approaches, and writing-focused methods. Programs emphasizing social studies/science, structured strategies, and personalized/group rotation approaches also showed positive impacts. However, additional reading periods and technology did not yield significant advantages. Socially and cognitively engaging instruction is crucial for secondary readers.

A study of 30 core kindergarten teachers implementing Tier 1 instruction with their 215 students over multiple years. Using the personal connections strategy, which are teacher-initiated prompts that help students connect their experiences to the learning of new words, can support knowledge-building conversations around words and can be combined with other evidence-based vocabulary learning practices.

This article presents research that supports explicit foundational skills instruction, highlighting its significance for students' reading development. It offers insights into evidence-based teaching practices and program components to improve early reading experiences through informed classroom instruction, material selection/design, and professional learning.

This resource from The Reading League gives an overview of key components and definitions for foundational Science of Reading concepts and explains their importance.

This white paper from Lexia Learning emphasizes the importance of structured literacy as the embodiment of the science of reading in classrooms. It differentiates authentic approaches from less-supported ones to ensure effective instruction.

This guide outlines the simple view of reading, defines the major concepts and terms in reading science, and highlights crucial content necessary for students to master for proficient reading.