Click on a topic to see research articles. If you find a great article that you think should be on our list, please send it to Jessica Dennes.
Access to Books
Research shows that access to books and other print materials improves children’s reading performance; is instrumental in helping children learn the basics of reading; causes children to read more and for longer lengths of time; and produces improved attitudes toward reading and learning among children.
There is a direct relationship, economically and socially, between low adult literacy levels, unemployment, and poverty.
Alphabetic Knowledge & Print Awareness
Alphabetic knowledge is the knowledge of letter names and shapes. Print awareness includes an understanding that the lines and shapes on a page represent spoken language; printed language has different functions (menus, stories, signs, etc.); printed language is organized from left to right and top to bottom; sentences consist of words and words consist of letters; and spaces appear between words.
Research shows that tasks completed with high rates of success are linked to greater learning and improved student attitudes. If a student isn’t excited by a book then it’s not a good fit. Choice is essential to student engagement and motivation.
Literacy begins before a child ever steps foot into a classroom. From kindergarten through third grade, most children learn to read. From fourth grade on, children read to learn.
The goal is to cultivate a constructive and supportive relationship with students, allowing them to build on their strengths and develop the skills, interests, and attributes that will make them successful in school and in life.
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.
Comprehension is the ability to construct meaning from what is read and apply that knowledge to the world.
Family & Literacy
Researchers have found over and over that the number one factor associated with success in school is whether or not a child has been read to.
Fluency is the ability to read text quickly and accurately. It is essential for reading enjoyment and comprehension.
In reading, the best learning takes place when 90 to 95% of the words in a text can be read without difficulty. Leveled reading ensures maximum learning, engagement, and motivation.
Literacy is not just the ability to read and write — it is the bedrock upon which each of us builds our lives.
Struggling readers need to build reading skills and cultivate the desire and motivation to read. Motivation is often the neglected aspect during instruction.
Phonics is an instructional approach that teaches sound-symbol relationships and how to use those relationships to read words.
Phonological awareness is a child’s generic understanding that spoken words are made up of sounds.
This section contains articles on ways to assess at what level a student is reading and how to measure improvement.
Reading Instruction, School, & Activities
This section contains techniques, ideas, and activities for schools, teachers, and coaches to teach reading.
Reading Program & Interventions
This section contains information about different reading intervention programs around the country.
This section contains information about working with at-risk, struggling, or reluctant readers.
Vocabulary is a critical component of reading comprehension. Researchers have concluded that systematic vocabulary instruction is one of the most important instructional interventions educators can use.