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What the Research Says




No 'Best Way' to Teach Reading - Research by a Florida State University researcher, Algorithm-Guided Individualized Reading Instruction (Science 2007) supports NEA's official position on the issue that sharply divides proponents of the phonics and supporters of the "whole language and meaning" approach and other teaching methods.


Multiple Dimensions of Achievement: Defining, Identifying, and Addressing 'the Gap' (July 2007) (  PDF, 851 KB, 24pp) - The Reading Research Quarterly (July 2007 issue) features a series of articles that focus on closing the achievement gap, especially among adolescents.

Five Reading Research Publications - NEA has five publications about reading developed to help NEA members, administrators, local and state policymakers, and parents. Four provide summaries of scientific research findings that support the case for complete reading programs. The publications show that there is scientific research support for the practices of effective teachers and successful teachers. All of the publications can also be used by teachers to help take a assess their own classrooms and schools.

Direct Instruction Not Best Way to Teach Reading - A three-year study concludes that the highly scripted Direct Instruction method of teaching reading is not as effective as traditional methods with a more flexible approach. The study, headed by Randall Ryder, professor of curriculum and instruction in the University of Wisconsin—Milwaukee's School of Education, also found that teachers felt the most highly scripted method, known as Direct Instruction (DI), should be used in limited.

Learning To Read -- Resources for Language Arts and Reading Research - Serves as "a clearinghouse for the dissemination of reading research through conferences, journals and other publications. It includes resources regarding developments in literacy, professional materials, research and critical issues."