The State of the Science of Reading for Supporting Students with Reading Disabilities
Description
Watch the recording of the Reading the Room webinar on the state of the science of reading for supporting students with reading disabilities.
MODERATOR:
- Emily Hanford, Senior Correspondent and Producer, American Public Media, moderator
RESOURCES
- What has scientific research taught us about how children learn to read?
- What are the characteristics of effective literacy instruction?
- Want to Know More about the Science of Reading? Emily Hanford’s suggested reading list
- IES Practice Guides:
- EL Research Reports
- National Reading Panel report:
- Report of the National Literacy Panel on Language-Minority Children and Youth
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Related Resources
Get started on your Science of Reading journey with these highlights about what it IS and what it IS NOT.
Learning to read consists of developing skills in two areas: accurate, fluent reading and comprehending the meaning of texts. Learning these skills does not come naturally. Both accurate word reading and text comprehension require careful, systematic instruction.
Effective reading instruction incorporates five components including phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. These five components of reading are all linked. Phonemic awareness, phonics, fluency and vocabulary all build up to reading comprehension, which is the goal of reading.
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2024 National Center on Improving Literacy. https://www.improvingliteracy.org
