Research
“Literacy is a fundamental human right. It is an instrument of empowerment to improve one’s health, one’s income, and one’s relationship with the world.”
- UNESCO
The Science of Reading is “a vast, interdisciplinary body of scientifically-based research about reading” that serves as a framework for how to develop proficient readers and writers (The Reading League). In 2000, the National Reading Panel Report identified "the big five" essential components of effective reading instruction: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Scarborough's Reading Rope is a visual representation of how these multiple strands work together and lead to skilled reading.
The word recognition strand of the reading rope, often referred to as foundational skills, is taught in grades K-2, whereas language comprehension, such as vocabulary and knowledge-building, is much more complex and develops over a reader’s lifetime. While some students learn how to read through broad instruction, explicit and systematic instruction is necessary for most. Research shows that almost all students are capable of learning to read when they receive research-based instruction.
Education Advisory Board. Narrowing the Third-Grade Reading Gap - Embracing the Science of Reading. pg. 7.
Highlighted Research
Literacy leaders are learning, sharing, and acting on literacy research and evidence-based instructional practices to ensure all students become strong readers.
Three resources helping to guide the work:
Research Recap: Early Reading Accelerators: This resource from Student Achievement Partners highlights the research for early literacy as well as the crucial content necessary for proficient reading.
Foundational Skills to Support Reading Comprehension: This guide provides education practitioners with four concrete, research-backed recommendations for implementing foundational skills reading instruction that will positively impact students' reading growth.
Science of Reading Comprehension: This article from The Reading Teacher, written by Nell Duke, Alessandra Ward, and P. David Pearson, summarizes the research on reading comprehension and shares key elements for effective reading comprehension development.
Here is a sampling of readings leaders have explored.
Use the search menu below to access research by categories.
Building Content Knowledge to Boost Comprehension in the Primary Grades
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.
A Synthesis of Quantitative Research on Reading Programs for Secondary Students
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.
Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis
This study conducted a meta-analysis to examine the impacts of integrated literacy and content-area instruction on vocabulary and comprehension outcomes in K-5. The analysis included 35 quasi-experimental studies, and the results showed significant positive effects for vocabulary, comprehension, and content knowledge highlighting the benefits of combining literacy and subject-area instruction.
Making Personal Connections to Words to Increase Early Childhood Vocabulary Learning
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.
A Conversation about Instructional Equity with Zaretta Hammond
This excerpt features an interview with Zaretta Hammond, a national education consultant and author. Culturally responsive teaching is emphasized, and challenges like over-scaffolding and inadequate support for struggling learners are addressed.
Advancing Our Students' Language and Literacy: The Challenge of Complex Texts
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.
Science of Reading: Defining Guide
This resource from The Reading League gives an overview of key components and definitions for foundational Science of Reading concepts and explains their importance.
Structured Literacy: Applying the Science of Reading in the Classroom
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.
Research Recap: Why the Early Reading Accelerators
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.
The Early Reading Accelerators’ Quick Start Guide
This guide emphasizes foundational skills and building knowledge for early reading proficiency. It highlights the importance of equity through culturally relevant practices, diverse texts, and flexible student supports as well as the role of aligned instructional materials in supporting grade-level engagement and effective implementation.
Mirrors, Windows, and Sliding Glass Doors
An interview with Dr. Rudine Sims Bishop that shares her work and thoughts about the importance of diverse children's literature: books that serve as mirrors reflecting their identities, windows offering insights into others' lives, and sliding glass doors encouraging exploration of different perspectives.
The Science of Reading Comprehension Instruction
The article emphasizes early comprehension instruction, teaching word-reading and bridging skills, comprehension strategies, vocabulary and knowledge building, and the fostering of text engagement and reading motivation for effective reading comprehension development.