Research on Reading

The Coginitive Foundations for Learning to Read ~ A Framework
http://www.sedl.org/reading/framework/research.html#reading
Throughout this presentation of the framework, claims have been made that are founded in empirical research. Many of those claims have been summarized here, and a sample of research articles that support those claims have been listed below each (If a full reference is needed, it can be found in the References section). This is provided in this format in the hopes that it can be used as a resource for the interested reader who would like to gather more information on a topic related to the cognitive perspective of the reading process.

Reading Research Quarterly
http://www.reading.org/publications/rrq/
Reading Research Quarterly (RRQ) is the leading peer-reviewed journal for those committed to scholarship on literacy among learners of all ages. RRQ supports a spirit of inquiry, and provides a forum for multidisciplinary research, alternative modes of investigation, and different viewpoints about the nature of literacy practices and policies of diverse populations around the world.

The Partnership for Reading
http://www.nifl.gov/partnershipforreading/publications/reading_first1.html#introduction
This document was published by The Partnership for Reading, a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, and the U.S. Department of Education to make evidence-based reading research available to educators, parents, policy-makers, and others with an interest in helping all people learn to read well. The findings and conclusions in this publication were drawn from the 2000 report of the National Reading Panel, 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.

Ten Principles In Literacy Programs That Work2 by Gay Su Pinnell
http://www.readingrecovery.org/sections/reading/principles.asp
The following discussion illustrates how Reading Recovery epitomizes the 10 principles in literacy programs that work. These principles operate throughout a Reading Recovery lesson and apply differently for each child who is learning to read and write (see box, below). The power of Reading Recovery lies in the integration of the 10 research-based components and the careful, sensitive application of these components during a Reading Recovery lesson.

Reading for Understanding
http://www.rand.org/multi/achievementforall/reading/readreport.html
The final Reading Report, Reading for Understanding: Toward a R&D Program in Reading Comprehension is now available online. Because the report itself is quite long, we recommend that you view it chapter-by-chapter.The report is also available as a single PDF file on the website.

DECODABLE READERS
http://www.nrrf.org/phonics_talks6-03.htm
This article by Dolores Hiskes, just published on her web site, discusses decodable reading practice, why it is an important adjunct to teaching reading, and when it should be introduced.

Children are best taught how to read by learning sounds of letters South Bend Tribune, April 6, 2004 MICHIANA POINT OF VIEW By ANITA J. HOLTEN
http://www.nrrf.org/article_holten_4-6-04.htm
Dr. Seuss wrote in "Horton Hears a Who," "Don't give up! I believe in you all! A person's a person no matter how small." What a beautiful, encouraging message this is to his readers. Millions of children can't figure out the words on the pages of their books because they don't know the speech sounds of the alphabet. This is called the alphabetic code. These children feel great sadness and shame. They struggle to not give up as they come to realize their future depends on their ability to read. Reading walls seem to be towering over them and, sadly, they can't climb over them without key reading skills.

What Does Research Say About Reading?
http://www.ncrel.org/sdrs/areas/stw_esys/str_read.htm
R.A. Knuth and B.F. Jones
In 1985, David Pearson referred to "the comprehension revolution." In essence, he was talking about the movement from traditional views of reading based on behaviorism to visions of reading and readers based on cognitive psychology.

• What follows in this section are major findings from cognitive psychology regarding:
• New and old definitions of the reading process.
• Important findings about reading and learning from cognitive science.
• Characteristics of poor and successful readers.
• Milestones in reading research.
• Characteristics of successful teaching/learning environments.
• Roles of schools and communities.

These findings were developed by NCREL in collaboration with our Content Partner, the Center for the Study of Reading, University of Illinois, Urbana-Champaign, and the participants in Program 1, "Children as Strategic Readers."

The Science of Reading
http://www.fcrr.org/science/science.htm
This website contains links to recents research and other technical reports on Reading.

Reading Online
http://www.readingonline.org/
A journal of Practice and Research published by the International Reading Association

Reading Resources for the US DOE Office of Elementary and Secondary Education
http://www.ed.gov/offices/OESE/REA/research.html

Research on Reading Development of Adult English Language Learners: An Annotated Bibliography
http://www.cal.org/ncle/readingbib/
This bibliography was developed to present a comprehensive view of the research that has been conducted on reading development among adult English language learners in the United States in the last 20 years (with some additional research conducted in Australia, Canada, New Zealand, and the United Kingdom).

Have questions? Need help?

For more information, please contact:

Mr. Ronald D. Froman, Executive Director
Florida Human Resources Development, Inc.
1431 Bird Rd.
Winter Springs, Fl 32708
407.699.9622