This brief from the International Literacy Association (ILA) endorses "systematic and explicit" phonics in all early reading instruction. The brief notes that phonics should not be done in an isolated way that neglects a focus on knowledge building or vocabulary. Nor does it endorse a particular type of phonics instruction—only that it should be systematic and explicit. ILA also endorses having students use "decodable texts," or stories featuring words that help students practice and reinforce the sound-letter patterns they've recently learned. But students must also be helped to read materials with a less tightly controlled vocabulary — and those should be differentiated for each child's level by well-trained teachers.
Meeting the Challenges of Early Literacy Phonics Instruction
International Literacy Association (2019). Meeting the challenges of early literacy phonics instruction [Literacy leadership brief]. Newark, DE.
Current Evidence on the Effects of Intensive Early Reading Interventions
Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current Evidence on the Effects of Intensive Early Reading Interventions. Journal of Learning Disabilities, 51(6), 612–624. https://doi.org/10.1177/0022219418775110
In this meta-analysis, researchers updated an earlier synthesis by Wanzek and Vaughn (2007) on intensive early reading interventions by analyzing the effects from 25 reading intervention studies. Researchers examined the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. Researchers found that intensive early reading interventions resulted in positive outcomes for early struggling readers in kindergarten through third grades.
Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities
Swerling, Louise Spear. Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities (January 23, 2018). Teaching Exceptional Children: Volume: 51 issue: 3, page(s): 201-211. https://doi.org/10.1177/0040059917750160
A key feature of structured literacy (SL) includes, “explicit, systematic, and sequential teaching of literacy at multiple levels — phonemes, letter–sound relationships, syllable patterns, morphemes, vocabulary, sentence structure, paragraph structure, and text structure. SL is especially well suited to students with dyslexia because it directly addresses their core weaknesses in phonological skills, decoding, and spelling. If implemented in Tier 1 instruction and tiered interventions, SL practices may also prevent or ameliorate a wide range of other reading difficulties.
The role of part-time special education supporting students with reading and spelling difficulties from grade 1 to grade 2 in Finland
Leena K. Holopainen et al, The role of part-time special education supporting students with reading and spelling difficulties from grade 1 to grade 2 in Finland (April 25, 2017). European Journal of Special Needs Education (2017). DOI: 10.1080/08856257.2017.1312798
The reading skills of children with reading and spelling difficulties (RSD) lag far behind the age level in the first two school years, despite special education received from special education teachers. Furthermore, the spelling skills of children who in addition to RSD had other learning difficulties also lagged behind their peers in the first two school years. Small group education and a moderate amount of part-time special education (approximately 38 hours per year) predicted faster skill development, whereas individual and a large amount of special education (more than 48 hours per year) were related to slower skill development and broader difficulties.
Literacy Achievement Trends at Entry to First Grade
Jerome V. D’Agostino, Emily Rodgers (March 1, 2017) Literacy Achievement Trends at Entry to First Grade. Educational Researcher Vol 46, Issue 2, pp. 78 - 89.
This nationwide study showed that children entering first grade in 2013 had significantly better reading skills than similar students had just 12 years earlier. Researchers say this means that in general, children are better readers at a younger age, but the study also revealed where gaps remain — especially in more advanced reading skills. In the four basic skills, low-achieving students narrowed the achievement gap with other readers. But in the two advanced skills — including actually reading text — the gap widened. The results also show that strategies to help preschoolers who are having trouble with language skills need to be adjusted.
Assistive technology as reading interventions for children with reading impairments with a one-year follow-up
Emma Lindeblad, Staffan Nilsson, Stefan Gustafson & Idor Svensson. Assistive technology as reading interventions for children with reading impairments with a one-year follow-up. Disability and Rehabilitation: Assistive Technology, Vol 12 (7) 2017.
This pilot study looked at the possible transfer effect on reading ability in children with reading difficulties to compensate for their reading deficiencies. The study used assistive technology, smartphones and tablets. The 35 pupils aged 10-12 years were assessed five times with reading tests. Also, their parents and teachers were surveyed regarding their experience of using assistive technology. The study outcome shows that using AT can create transfer effects on reading ability one year after the study was finished. The study highlights that children with reading disability may develop at the same rate as non-impaired readers.
Frameworks for Literacy Education Reform
International Literacy Association (2016) Frameworks for Literacy Education Reform [White paper]. Newark, DE
The central tenet of the white paper is that classroom literacy instruction should be grounded in rigorous, peer-reviewed research — not politics, ideology, or speculation. Rather than settling on a specific reform strategy, the white paper offers frameworks for use in drafting or evaluating reform proposals. The frameworks address four key education sectors: literacy learning and teachers; schools and schooling; student support; and families and communities. For each sector, the white paper offers a list of research-validated approaches to literacy advancement, which is designed to function as a rubric to inform, refine, and assess reform proposals. In addition, each framework includes a detailed list of supporting sources to facilitate exploration into the underlying research base.
Girls, boys, and reading
Tom Loveless. How Well Are American Students Learning? Brown Center Report on American Education, March 2015, Volume 3, Number 4. The Brown Center on Education Policy, The Brookings Institution.
Girls score higher than boys on tests of reading ability. They have for a long time. This section of the Brown Center Report assesses where the gender gap stands today and examines trends over the past several decades. The analysis also extends beyond the U.S. and shows that boys’ reading achievement lags that of girls in every country in the world on international assessments. The international dimension — recognizing that U.S. is not alone in this phenomenon — serves as a catalyst to discuss why the gender gap exists and whether it extends into adulthood.
Mobilizing Volunteer Tutors to Improve Student Literacy: Implementation, Impacts, and Costs of the Reading Partners Program
Jacob, R.T., Armstrong, C., and Willard, J.A. Mobilizing Volunteer Tutors to Improve Student Literacy: Implementation, Impacts, and Costs of the Reading Partners Program (March 2015) New York, NY: MDRC.
This study reports on an evaluation of the Reading Partners program, which uses community volunteers to provide one-on-one tutoring to struggling readers in underresourced elementary schools. The study showed that after one year of implementation, the program significantly boosted students' reading comprehension, fluency, and sight-word reading — three measures of reading proficiency. These impacts are equivalent to approximately one and a half to two months of additional growth in reading proficiency among the program group relative to the control group.
How Well Are American Students Learning? With Sections on the Gender Gap in Reading, Effects of the Common Core, and Student Engagement
Loveless, T. The 2015 Brown Center Report on American Education How Well Are American Students Learning? With sections on the gender gap in reading, effects of the Common Core, and student engagement (March 2015) Washington, D.C. The Brown Center on Education Policy, The Brookings Institution.
Part I of the 2015 Brown Center Report on American Education: Girls score higher than boys on tests of reading ability. They have for a long time. This section of the Brown Center Report assesses where the gender gap stands today and examines trends over the past several decades. The analysis also extends beyond the U.S. and shows that boys’ reading achievement lags that of girls in every country in the world on international assessments. The international dimension — recognizing that U.S. is not alone in this phenomenon — serves as a catalyst to discuss why the gender gap exists and whether it extends into adulthood.
Read for Success: Combating the Summer Learning Slide in America
Reading Is Fundamental (May 2015), Read for Success: Combating the Summer Learning Slide in America. Washington, D.C.
This research study set out to test and confirm the efficacy of a new model to reduce summer learning loss in children from economically disadvantaged communities. Researchers found that, on average, 57% of students improved their reading proficiency, instead of 80% of children showing loss.Nearly half of students in third grade — a critical grade for literacy skill building — increased reading proficiency. As part of the study, RIF distributed over 760,000 books to 33,000 children from 173 schools across 16 states. The program included science, technology, engineering, arts, and mathematics (STEAM) themed books for classrooms and media centers, as well as books for children to select and keep for themselves. RIF also provided training for teachers on how to use the classroom books to support their lessons, gave special resources to parents to help them support their children at home, and every school was given funds to use for further enrichment.
Hemispheric specialization for visual words is shaped by attention to sublexical units during initial learning
Yoncheva, Y.N., Wise, J., and McCandliss, B. Hemispheric specialization for visual words is shaped by attention to sublexical units during initial learning, Brain and Language, Volumes 145–146, June–July 2015, pages 23-33.
This study investigated how the brain responds to different types of reading instruction. Results indicate that beginning readers who focus on letter-sound relationships, or phonics, instead of trying to learn whole words, increase activity in the area of their brains best wired for reading. To develop reading skills, teaching students to sound out "C-A-T" sparks more optimal brain circuitry than instructing them to memorize the word "cat." And, the study found, these teaching-induced differences show up even on future encounters with the word. The study provides some of the first evidence that a specific teaching strategy for reading has direct neural impact. The research could eventually lead to better-designed interventions to help struggling readers.
Auditory Processing in Noise: A Preschool Biomarker for Literacy
White-Schwoch T, Woodruff Carr K, Thompson EC, Anderson S, Nicol T, Bradlow AR, et al. (2015) Auditory Processing in Noise: A Preschool Biomarker for Literacy. PLoS Biol 13(7): e1002196.
This study suggests that the neural processing of consonants in noise plays a fundamental role in language development. Children who struggle to listen in noisy environments may struggle to make meaning of the language they hear on a daily basis, which can in turn set them at risk for literacy challenges. Evaluating the neural coding of speech in noise may provide an objective neurophysiological marker for these at-risk children, opening a door to early and specific interventions that may stave off a life spent struggling to read.
The Power of a Good Idea: How the San Francisco School District Is Building a PreK-3rd Grade Bridge
Nyhan, P. (2015). The power of a good idea: How the San Francisco school district is building a prek-3rd grade bridge. Washington, DC: New America Foundation.
This report tells the story of the San Francisco Unified School District's transformative shift to a PreK-3rd grade approach in an effort to shrink the achievement gap. The district rethought its approach to PreK-3 by strengthening its public pre-K program, aligning curricula, professional development, assessments, and even classroom layouts. The district's successes and struggles over the last six years have much to teach other school districts in California and around the nation.
Evaluation of Response to Intervention Practices for Elementary School Reading
Balu, R., Zhu, P., Doolittle, F., Schiller, E., Jenkins, J., and Gersten, R. (November 2015) Evaluation of Response to Intervention Practices for Elementary School Reading, Washington D.C.: U.S. Department of Education, Institute of Education Sciences.
Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1–3 reading in 13 states during the 2011–12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in Grade 1–3 reading was reported by 86 percent of the experienced schools. Fifty-five percent of these schools focused reading intervention services on Grade 1 students reading below grade level, while 45 percent of the schools also provided reading intervention services for Grade 1 students reading at or above grade level. Students who scored just below school-determined benchmarks on fall screening tests, and who were assigned to interventions for struggling readers, had lower spring reading scores in Grade 1 than students just above the threshold for intervention. In Grades 2 and 3, there were no statistically significant impacts of interventions for struggling readers on the spring reading scores of students just below the threshold for intervention.
Early Reading Proficiency in the United States
Early Reading Proficiency in the United States (2014) The Annie E. Casey Foundation
Children who are proficient readers by the end of third grade are more likely to graduate from high school and to be economically successful in adulthood. This KIDS COUNT data snapshot finds 80 percent of fourth-graders from low-income families and 66 percent of all fourth-graders are not reading at grade level. While improvements have been made in the past decade, reading proficiency levels remain low. Given the critical nature of reading to children’s individual achievement and the nation’s future economic success, the Casey Foundation offers recommendations for communities and policymakers to support early reading. Early reading proficiency rates for the nation and each state are provided.
Improving Reading Outcomes for Students with or at Risk for Reading Disabilities
Connor, C., Alberto, P.A., Compton, D.L., and O'Connor, R.E. (February 2014) Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers, U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research.
This report describes what has been learned about the improvement of reading outcomes for children with or at risk for reading disabilities through published research funded by the Institute of Education Science (IES). The report describes contributions to the knowledge base across four focal areas: assessment, basic cognitive and linguistic processes that support successful reading, intervention, and professional development.
Glutamate and Choline Levels Predict Individual Differences in Reading Ability in Emergent Readers
Fulbright, R. et al (2014) Glutamate and Choline Levels Predict Individual Differences in Reading Ability in Emergent Readers, The Journal of Neuroscience, 12 March 2014, 34(11): 4082-4089.
The research team measured levels of glutamate, choline, and other metabolites in 75 children, aged 6 to 10, whose reading abilities ranged from what is considered impaired to superior. The researchers conducted behavioral testing to characterize the children’s reading, language, and general cognitive skills, and used MR spectroscopy to assess metabolite levels. They found that children with higher glutamate and choline levels in their brains tended to have lower composite scores for reading and language. In follow-up testing two years later, the same correlation still existed for initial glutamate levels. This study is believed to be the first to examine neurochemistry in a longitudinal study of children during the critical period when they are considered "emergent readers" — the age at which neurocircuits that support skilled reading and speaking are still developing.
Can Readability Formulas Be Used to Successfully Gauge Difficulty of Reading Materials?
Begeny, J. C. and Greene, D. J. (2014), Can Readability Formulas Be Used to Successfully Gauge Difficulty of Reading Materials? Psychology in the Schools, 51: 198–215.
Teachers, parents and textbook companies use technical "readability" formulas to determine how difficult reading materials are and to set reading levels by age group. This study from North Carolina State University shows that the readability formulas are usually inaccurate and offer little insight into which age groups will be able to read and understand a text. In the study, 360 students (grades 2-5) read six written passages out loud. The researchers assessed the students’ performance, giving each student an "oral reading fluency" score, which is considered a good metric for measuring reading ability. The researchers then used eight different readability formulas to see which level each formula gave to the six written passages. Results varied widely, with one passage being rated from first grade to fifth grade level. The levels assigned by the readability formulas were then compared with researchers’ assessments of each student’s actual ability to read the material. Seven of the eight readability formulas were less than 49 percent accurate, with the worst formula scoring only 17 percent accuracy. The highest-rated formula was accurate 79 percent of the time.
Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students' Learning Opportunities and Outcomes
Jennifer Sloan McCombs, John F. Pane, Catherine H. Augustine, Heather L. Schwartz, Paco Martorell, Laura Zakaras (2014). Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students' Learning Opportunities and Outcomes. Santa Monica, CA: Rand Corporation.
This six-year study of summer learning programs in five urban areas revealed that while students who attended summer learning programs performed better in math, they did not experience near-term benefits in reading or see significant improvement in social and emotional outcomes compared to their peers. However, the study identified key factors linked to reading achievement. Students whose summer reading teacher had just taught the sending or receiving grade during the school year performed better on the reading test than did students with teachers unfamiliar with their grade level. Students whose reading teachers scored higher on RAND's measure of instructional quality outperformed students with lower-scoring teachers. Finally, students in summer sites rated by teachers as having strong behavior management policies and well-behaved students outperformed students in the control group in reading.
What Works to Improve Student Literacy Achievement? An Examination of Instructional Practices in a Balanced Literacy Approach
Bitter, C., O'Day, J., Gubbins, P., & Socias, M. (2009). What works to improve student literacy achievement? an examination of instructional practices in a balanced literacy approach. Journal of Education for Students Placed at Risk, 14(1), 17-44.
A core assumption of the San Diego City Schools (SDCS) reform effort was that improved instructional practices, aligned with a balanced literacy approach, would be effective in improving student outcomes. This article explores this hypothesis by presenting findings from an analysis of classroom instruction data collected in 101 classrooms in nine high-poverty elementary schools. The study found a prevalent focus on reading comprehension instruction and on students' active engagement in making meaning from text. Teachers' use of higher-level questions and discussion about text were substantially higher than that found by a prior study using the same instrument in similar classrooms elsewhere. Analyses of instruction and student outcome data indicate that teacher practices related to the higher-level meaning of text, writing instruction, and strategies for accountable talk were associated with growth in students' reading comprehension.
Technology in Early Education: Building Platforms for Connections and Content that Strengthen Families and Promote Success in School
Guernsey, L. (2012). technology in early education: Building platforms for connections and content that strengthen families and promote success in school. The Progress of Education Reform, 14(4), 7-14.
This report looks at trends in digital media use by young children, how to effectively use parents and librarians as partners in early learning, and recommendations for building integrated technology platforms for early education.
Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
Dunlosky, J., Rawson, K., Marsh, E., Nathan, M.J., Willingham, D. Improving students' learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, January 2013 vol. 14, 4-58.
In this monograph, the researchers discuss 10 learning techniques in detail and offer recommendations about their relative utility. The selected techniques are relatively easy to use and could be adopted by many students. Also, some techniques (e.g., highlighting and rereading) were selected because students report relying heavily on them, which makes it especially important to examine how well they work. The techniques include elaborative interrogation, self-explanation, summarization, highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading, practice testing, distributed practice, and interleaved practice.
Advancing Our Students' Language and Literacy: The Challenge of Complex Texts
Adams, M.J. (2011). Advancing Our Students' Language and Literacy: The Challenge of Complex Texts. American Educator, Winter 2010-2011, American Federation of Teachers.
The language of today's twelfth-grade English texts is simpler than that of seventh-grade texts published prior to 1963. No wonder students' reading comprehension has declined sharply.
Beyond Comprehension: We Have Yet to Adopt a Common Core Curriculum That Builds Knowledge Grade by Grade, But We Need To
Hirsch, E.D., Jr. (2011). Beyond Comprehension: We Have Yet to Adopt a Common Core Curriculum That Builds Knowledge Grade by Grade — But We Need To. American Educator, Winter 2010-2011, American Federation of Teachers.
Most of today's reading programs rest on faulty ideas about reading comprehension. Comprehension is not a general skill; it relies on having relevant vocabulary and knowledge.
Early Executive Function Predicts Reasoning Development
Richland, L. E., & Burchinal, M. R. (2013). Early Executive Function Predicts Reasoning Development. Psychological Science, 24, 87-92.
New research findings from the University of Chicago and the University of North Carolina at Chapel Hill demonstrate that children begin to show signs of higher-level thinking skills as early as 4.5 years of age. Using large-scale longitudinal data from the Study of Early Child Care and Youth Development study, the authors examined tests children took at age 4.5, when they were in first grade, third grade, and at age 15. Findings showed a strong relationship between high scores among children who, as preschoolers, had strong vocabularies and were good at monitoring and controlling their responses (executive function) to later ability on tests of understanding analogies. Research suggests that executive function may be trainable through pathways such as preschool curriculum, exercise, and impulse control training.
Approaches to Parental Involvement for Improving the Academic Performance of Elementary School Age Children
Nye, C., Turner, H. M. & Schwartz, J. B. (2006) Approaches to Parental Involvement for Improving the Academic Performance of Elementary School Age Children. University of Central Florida Center for Autism and Related Disabilities.
The purpose of this review was to summarize the most dependable evidence on the effect of parental involvement for improving the academic performance of elementary school age children in grades K-6. This review found that parent involvement had a positive and significant effect on children's overall academic performance. The effect was educationally meaningful and large enough to have practical implications for parents, family involvement practitioners, and policymakers. When parents participated in academic enrichment activities with their children outside of school for an average of less than 12 weeks, children demonstrated an equivalent of 4 to 5 months improvement in reading or math performance.
Making Summer Count: How Summer Programs Can Boost Children's Learning
McCombs, J., Augustine, C., Schwartz, H., Bodilly, S., McInnis, B., Lichter, D., Cross, A. (2011). Making Summer Count: How Summer Programs Can Boost Children's Learning. Santa Monica, CA: Rand Education.
A review of the literature on summer learning loss and summer learning programs, coupled with data from ongoing programs offered by districts and private providers across the U.S., demonstrates the potential of summer programs to improve achievement as well as the challenges in creating and maintaining such programs. School districts and summer programming providers can benefit from the existing research and lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding. Recommendations for providers and policymakers address ways to mitigate barriers by capitalizing on a range of funding sources, engaging in long-term planning to ensure adequate attendance and hiring, and demonstrating positive student outcomes.
Is Retaining Students in the Early Grades Self-Defeating?
West, M.R. Is Retaining Students in the Early Grades Self-Defeating? (2012) Brookings Institution, Center on Children and Families.
Whether a child is a proficient reader by the third grade is an important indicator of their future academic success. Indeed, substantial evidence indicates that unless students establish basic reading skills by that time, the rest of their education will be an uphill struggle. This evidence has spurred efforts to ensure that all students receive high-quality reading instruction in and even before the early grades. It has also raised the uncomfortable question of how to respond when those efforts fail to occur or prove unsuccessful: Should students who have not acquired a basic level of reading proficiency by grade three be promoted along with their peers? Or should they be retained and provided with intensive interventions before moving on to the next grade? This paper looks at the background on grade retention, a case study of test-based promotion in Florida, and policy implications.
Third Grade Literacy Policies: Identification, Intervention, Retention
Rose, S. and Schimke, K. Third Grade Literacy Policies: Identification, Intervention, Retention (2012) Education Commission of the States.
This paper examines policies to promote 3rd-grade reading proficiency, including early identification of and intervention for struggling readers, as well as retention as an action of last resort. The authors outline case studies in both Florida and New York City, and identify decisions policymakers must consider as they implement policies around 3rd-grade literacy.
Cost-Benefit Analysis of the Child-Parent Center Early Education Program
Reynolds, A. J., Temple, J. A., White, B. A., Ou, S., & Robertson, D. L. (2011). Cost-benefit analysis of the Child-Parent Center early education program. Child Development, 82, 379-404.
Children who attended an intensive preschool and family support program attained higher educational levels, were more likely to be employed, and less likely to have problems with the legal system than were peers who did not attend the program, according to a study funded by the NIH's Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). The Child-Parent Center (CPC) early education program is a large-scale, federally funded intervention providing services for disadvantaged 3- to 9-year-olds in Chicago. The researchers identified five key principles of the CPC that they say led to its effectiveness, including providing services that are of sufficient length or duration, are high in intensity and enrichment, feature small class sizes and teacher-student ratios, are comprehensive in scope, and are implemented by well-trained and well-compensated staff.
Educator's Guide: Identifying What Works for Struggling Readers
Slavin, R.E., Lake, C., Davis, S., & Madden, N. (2010) Educator's Guide: Identifying What Works for Struggling Readers. Baltimore, MD: Johns Hopkins University, Center for Data-Driven Reform in Education.
This report published on the Best Evidence Encyclopedia (BEE) website provides an extensive review of the research on the outcomes of 27 early childhood programs. Six of the programs produced strong evidence of effectiveness in language, literacy, and/or phonological awareness. All of the effective programs had explicit academic content, a balance of teacher-led and child-initiated activity, and significant training and follow-up support.
Extensive Reading Interventions in Grades K-3: From Research to Practice
Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J., & Torgesen, J. K. (2007). Extensive reading interventions in grades K-3: From research to practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
This report summarizes 12 peer-reviewed, high-quality research studies between 1995 and 2005 and synthesizes their findings on the effects of extensive reading interventions (comprising at least 100 instructional sessions) for struggling K-3 readers. It then explains the related implications for practice for students with reading problems or learning disabilities in an RTI setting.
On the Mind of a Child: A Conversation with Sally Shaywitz
D'Arcangelo, M. (2003). On the mind of a child: A conversation with Sally Shaywitz. Educational Leadership, 60(7), 6-10.
A pediatrician, neuroscientist, and member of the National Reading Panel, Dr. Sally Shaywitz talks with Educational Leadership readers about the ways the brains of young children develop and what can be done to prevent early learning difficulties.
Timing and Intensity of Tutoring: A Closer Look at the Conditions for Effective Early Literacy Tutoring
Vadasy, P., Sanders, E., Jenkins, J. & Peyton, J. (2002). Timing and intensity of tutoring: A closer look at the conditions for effective early literacy tutoring. Learning Disabilities Research and Practice, 17, 227-241.
This article reports data from a longitudinal study of one-to-one tutoring for students at risk for reading disabilities. Participants were at-risk students who received phonics-based tutoring in first grade, students who were tutored in comprehension skills in second grade, and students tutored in both grades 1 and 2. At second-grade posttest, there were significant differences in word identification and word attack between students who were tutored in first grade only compared to students who were also tutored in second grade, favoring students who were tutored in first grade only. Overall, there were no advantages to a second year of tutoring. For students tutored in second grade only, there were no differences at second-grade posttest compared to controls. Schools may have selected students who did not respond to first-grade tutoring for continued tutoring in second grade. Findings are discussed in light of decisions schools make when using tutors to supplement reading instruction for students with reading difficulties.
Components of Effective Remediation for Developmental Reading Disabilities: Combining Phonological and Strategy-Based Introduction to Improve Outcomes
Lovett, Maureen W., Lacerenza, L., Borden, Susan L., Frijters, Jan C., et al. (2000). Components of Effective Remediation for Developmental Reading Disabilities: Combining Phonological and Strategy-Based Introduction to Improve Outcomes. Journal of Educational Psychology, 92, 263-283.
The efficacy of a combination of phonological and strategy-based remedial approaches for reading disability (RD) was compared with that of each approach separately. Eighty-five children with severe RD were randomly assigned to 70 intervention hours in 1 of 5 sequences. Performance was assessed before, 3 times during, and after intervention. Four orthogonal contrasts based on a linear trend analysis model were evaluated. There were generalized treatment effects on standardized measures of word identification, passage comprehension, and nonword reading. A combination of PHAB/DI and WIST proved superior to either program alone on nonword reading, letter-sound and keyword knowledge, and 3 word identification measures. Generalization of nonword decoding to real word identification was achieved with a combination of effective remedial components.
Beating the Odds in Teaching All Children to Read
Taylor, B., Pearson, P., Clark, K., & Walpole, S. (1999). Beating the odds in teaching all children to read. CIERA Report 2-006. University of Michigan: Ann Arbor.
What schoolwide practices characterize schools in which at-risk learners are beating the odds? What instructional practices are used by the most accomplished primary-grade teachers and by teachers in the most effective schools? The authors used quantitative and descriptive methods to investigate school and classroom factors related to primary-grade reading achievement. Fourteen schools across the U.S. with moderate to high numbers of students on subsidized lunch were identified as most, moderately, or least effective based on several measures of reading achievement in the primary grades. A combination of school and teacher factors, many of which were intertwined, was found to be important in the most effective schools. Statistically significant school factors included strong links to parents, systematic assessment of pupil progress, strong building communication, and a collaborative model for the delivery of reading instruction, including early reading interventions. In all of the most effective schools, reading was clearly a priority at both the building and classroom level.
Why Reading Is Not a Natural Process
Lyon, G. (1998, March). Why reading is not a natural process. Educational Leadership, 55(6), 14-18.
Nearly four decades of scientific research on how children learn to read supports an emphasis on phonemic awareness and phonics in a literature-rich environment. These findings challenge the belief that children learn to read naturally.
Preventing Reading Difficulties in Young Children
Snow, C.E., Burns, M.S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
In this report, we are most concerned with the large numbers of children in America whose educational careers are imperiled because they do not read well enough to ensure understanding and to meet the demands of an increasingly competitive economy. Current difficulties in reading largely originate from rising demands for literacy, not from declining absolute levels of literacy. In a technological society, the demands for higher literacy are ever increasing, creating more grievous consequences for those who fall short. The U.S. Department of Education and the U.S. Department of Health and Human Services asked the National Academy of Sciences to establish a committee to examine the prevention of reading difficulties. Our committee was charged with conducting a study of the effectiveness of interventions for young children who are at risk of having problems learning to read. The goals of the project were three: (1) to comprehend a rich but diverse research base; and (2) to translate the research findings into advice and guidance for parents, educators, publishers, and others.
What Makes Literacy Tutoring Effective?
Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quarterly, 31, 268-289.
In 1991, researchers Connie Juel reported that university student-athletes who were poor readers seemed to be effective tutors of first-grade children who were poor readers. This 1996 study explores factors that may account for successful tutoring outcomes when poor readers tutor other poor readers. Two activities were found to be particularly important in successful tutor-student relationship: (a) the use of texts that gradually and repetitively introduced both high-frequency vocabulary and words with common spelling patterns and (b) activities in which children were engaged in direct letter-sound instruction. Two forms of verbal interaction were found to be particularly important: (a) scaffolding of reading and writing and (b) modeling of how to read and spell unknown words.
Learning to Read and Write: A Longitudinal Study of 54 Children From First Through Fourth Grades
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 243-255.
In this study, of particular concern were these questions: Do the same children remain poor readers year after year? Do the same children remain poor writers year after year? What skills do the poor readers lack? What skills do the poor writers lack? What factors seem to keep poor readers from improving? What factors seem to keep poor writers from improving? The probability that a child would remain a poor reader at the end of 4th grade if the child was a poor reader at the end of 1st grade was 0.88. Early writing skill did not predict later writing skill as well as early reading ability predicted later reading ability. Children who become poor readers entered 1st grade with little phonemic awareness. By the end of 4th grade, the poor readers had still not achieved the level of decoding skill that the good readers had achieved at the beginning of 2nd grade. Good readers read considerably more than the poor readers both in and out of school, which appeared to contribute to the good readers' growth in some reading and writing skills. Poor readers tended to become poor writers.
Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
Stanovich, Keith E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 22, 360-407.
The Matthew Effects are not only about the progressive decline of slow starters, but also about the widening gap between slow starters and fast starters. In reading, the rich get richer and the poor get poorer. This report presents a framework for conceptualizing development of individual differences in reading ability that emphasizes the effects of reading on cognitive development and on "bootstrapping" relationships involving reading. It uses the framework to explain some persisting problems in the literature on reading disability and to conceptualize remediation efforts in reading.