Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.
According to author E. D. Hirsch, Jr., the only useful way to prepare for a reading test is indirectly by becoming a good reader of a broad range of texts, an ability that requires broad general knowledge.
This article illustrates the difference between being able to decode words on a page and being able to derive meaning from the words and the concepts they are trying to convey.
The purpose of reading is comprehension — getting meaning from written text. Find out what else research tells us about the active process of constructing meaning, and how good readers consciously employing comprehension strategies.
School psychologists are highly trained in both psychology and education to help children be successful academically, socially, and emotionally. Learn more about their role and the kinds of support and services they offer.
Review well-established scientific findings about reading and their practical implications, for children with and without reading disabilities. In addition, consider some broader ways that science may be useful to educators and get suggestions for individual teachers interested in becoming more familiar with scientific research on reading.
Scientifically based reading research applies the scientific method to learn about about how young children develop reading skills, how children can be taught to read, and how children can overcome reading difficulties. Discover the basic elements to look for in science-based reading research.
Teachers can strengthen instruction and protect their students’ valuable time in school by scientifically evaluating claims about teaching methods and recognizing quality research when they see it. This article provides a brief introduction to understanding and using scientifically based research.
Progress monitoring is an assessment technique that tells teachers how and when to adjust curriculum so that students meet benchmark goals by the end of the year. This research shows that progress monitoring is an effective way to set and meet academic goals.
Familiarity with the five essential components (phonemic awareness, phonics, fluency, vocabulary, and comprehension) in core, comprehensive reading programs is necessary for all teachers of reading. Although all components are needed at all levels, different skills and activities are emphasized at different stages of reading development.
