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Publications on scientifically based practice:
Various academic subjects and skills
Early Reading, Other
A NEW ERA: REVITALIZING SPECIAL EDUCATION FOR CHILDREN AND THEIR FAMILIES - REPORT OF THE PRESIDENT'S COMMISSION ON EXCELLENCE IN SPECIAL EDUCATION. (2002). U.S. Department of Education (Terry E. Branstad, Chair) -- Emphasizes scientifically based teacher education practices, the importance of early reading instruction, the need for all teaching candidates to be prepared to use research-based practices to drive instruction, and other topics. Full text.
http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports.html
Mathematics
ADDING IT UP: HELPING CHILDREN LEARN MATHEMATICS - REPORT OF THE MATHEMATICS LEARNING COMMITTEE, National Research Council. (2001). National Academies Press (Jeremy Kilpatrick, Jane Swafford, & Bradford Finders,Eds.) -- Advocates the goal of mathematical proficiency for ALL students, and defines proficiency at a high level. Recommends that additional and improved research be undertaken on the nature, development, and assessment of mathematical proficiency -- and that such research (with findings from evaluations of current and future programs of curriculum and professional development) will enable genuine, lasting improvements in school mathematics learning. Executive summary and full text.
http://www.nap.edu/catalog/9822.html
Reading
BIBLIOGRAPHIES: RESEARCH TO UNDERSTAND HOW CHILDREN LEARN TO READ, WHY SOME CHILDREN HAVE DIFFICULTY DOING SO, AND WHAT CAN BE DONE TO PREVENT AND REMEDIATE READING FAILURE. (1981-2002). Reading Research Program of the National Institute of Child Health and Human Development - 17 topical bibliographies may be downloaded.
http://www.educationnews.org/list-of-publication-from-the-NICHD-Reading-Research.htm
(ABSTRACTS of some of the papers cited in the above bibliographies can be retrieved, by author, at the Partnership for Reading web site:
http://www.nifl.gov/cgi-bin/pfr/search.cgi)
Early Reading
EARLY READING PROFICIENCY AND ITS RELATIONSHIP TO ACCESSING THE
CURRICULUM. (2003). The Access Center, American Institutes for Research - A brief
that (a) overviews current research on early reading instruction; (b) describes federal
legislation and guidelines intended to positively affect reading instruction and results for students; and (c) reviews issues in reading and conditions necessary to supporting
curricular access for students with disabilities. Full text.
http://www.k8accesscenter.org/training_resources/documents/EarlyReading7-2-03.pdf
Reading
EFFECTS OF READING POLICY ON CLASSROOM INSTRUCTION AND STUDENT ACHIEVEMENT. (2000). Center on English Learning and Achievement, SUNY-Albany (Richard Allington, University of Florida) -- Detailed overview of policy developments and the evolution of the research base on educational practice in reading. Full text.
http://cela.albany.edu/policy/index.html
Early Reading
GUIDANCE FOR THE READING FIRST PROGRAM. (April 2002). U.S. Department of Education -- Reading First is authorized under the No Child Left Behind Act to provide assistance to States and districts to establish research-based reading programs for students in grades K-3. This publication defines and requires scientifically based reading instruction in this program. Full text in Q&A format.
http://www.ed.gov/programs/readingfirst/guidance.pdf
Various
INSTITUTE OF EDUCATION SCIENCES: FINDINGS FROM INTERVIEWS WITH
EDUCATION POLICYMAKERS. (January 2003). Synectics (Gary Huang, Mindy
Reiser, Albert Parker, Judith Muniec, & Sameena Salvucci) - The report of interviews
with several levels of State policymakers, Congressional staffers, and executive
directors of education associations on: (a) research priority areas from policymakers'
perspectives; (b) their access to and use of existing research; (c) their assessment of
existing research; and (d) their suggestions for improving education research.Full text.
http://www.ed.gov/rschstat/research/pubs/findingsreport.pdf
Mathematics
MATHEMATICAL PROFICIENCY FOR ALL STUDENTS: TOWARD A STRATEGIC RESEARCH AND DEVELOPMENT PROGRAM IN MATHEMATICS EDUCATION
(2003). RAND Mathematics Study Panel, RAND Corporation (Deborah Loewenberg Ball, Chair) - Proposes an R&D program to support the improvement of mathematics proficiency among ALL school students in the U.S., and to eliminate differences in levels of math proficiency among students in different social, cultural, and ethnic groups. The focus is on: (a) development of teachers' mathematical knowledge: (a) teaching and learning of skills for mathematical thinking and problem solving; and (c) teaching and learning of algebra from kindergarten through grade 12. Full text.
http://www.rand.org/publications/MR/MR1643/
Mathematics, Reading
PAPERS FROM THE NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT, Child Development and Behavior Branch - Reports and other information on research and training initiatives to increase knowledge relevant to normal and atypical development in reading, written language, and mathematical abilities, and the development of prevention, remediation, and instructional approaches and methods.
http://www.nichd.nih.gov/crmc/cdb/p_human.htm
Reading
PREVENTING READING DIFFICULTIES IN YOUNG CHILDREN: REPORT OF THE COMMITTEE ON THE PREVENTION OF READING DIFFICULTIES IN YOUNG CHILDREN, National Research Council. (1998). National Academies Press (Catherine E. Snow, M. Susan Burns, & Peg Griffin, Eds.) -- Explores poor reading instruction within the context of social, historical, cultural, and biological factors. Recommendations address: (a) the identification of groups of children at risk,
(b) effective instruction for the preschool and early grades, (c) effective approaches to dialects and bilingualism, (d) professional development of teachers, and (e) gaps that remain in our understanding of how children learn to read. Full text.
http://www.nap.edu/catalog/6023.html
Reading
READING: A RESEARCH-BASED APPROACH. (1998). In Williamson M.Evers (Ed.),
What's gone wrong in America's classrooms? Hoover Institute Press (Jack M. Fletcher & G. Reid Lyon, National Institute of Child Health & Human Development) -- Reviews research studies sponsored by NIHCHD and points out that they involve more than explicit teaching of phonics. Full text.
http://www.nichd.nih.gov/crmc/cdb/approach.pdf
Reading
REPORT OF THE NATIONAL READING PANEL: TEACHING CHILDREN TO READ (April 2000). National Institute of Child Health and Human Development & U.S. Department of Education (D. N. Langenbert, Chair) -- The study that launched much of the current discussion of scientifically based practice in reading. Full text.
http://www.nichd.nih.gov/publications/pubskey.cfm?from=nrp
Reading
RESEARCH-BASED INSTRUCTION IN READING. (October 2002). Presentation at the Student Achievement and School Accountability Conference sponsored by the U.S. Department of Education (Bonnie B. Armbruster, University of Illinois at Urbana-Champaign) -- Twenty-six Powerpoints from this presentation may be downloaded.
http://www.ed.gov/admins/lead/read/rb/edlite-index.html
Reading
TEACHING CHILDREN TO READ: THE FRAGILE LINK BETWEEN SCIENCE AND
FEDERAL EDUCATION POLICY. (May 2003). Education Policy Analysis Archives, 11(15) (Gregory Camilli, Sadako Vargas, & Michele Yurecko, National Institute for Early Education Research and Rutgers University) -- A study of the findings and procedures of the National Reading Panel, which concludes that, when combined with language activities and tutoring, systematic phonics instruction may triple the effect of phonics alone. Full text.
http://epaa.asu.edu/epaa/v11n15/
Writing
THE NEGLECTED "R": THE NEED FOR A WRITING REVOLUTION - REPORT OF THE NATIONAL COMMISSION ON WRITING IN AMERICA'S SCHOOLS AND COLLEGES. (April 2003). The College Board (C. Peter Magrath, Chair) --
Addresses growing concerns about low levels of writing ability in the population and relates to the addition of a writing component in the SAT. Recommends (a) the incorporation of writing into all State performance standards; (b) a major research effort to apply new and developing technologies to improving writing; (c) a commitment to improve the assessment of writing ability. Full text.
http://www.writingcommission.org/
Reading Comprehension
USING LARGE-SCALE RESEARCH TO GAUGE THE IMPACT OF INSTRUCTIONAL PRACTICES ON STUDENT READING COMPREHENSION: AN EXPLORATORY STUDY. (June 2003). Education Policy Analysis Archives, 11(19) (Harold Wenglinsky, Baruch College) -- Points out that findings of small-scale studies do not necessarily generalize to large populations, and describes findings suggesting the possibility of using large-scale data and methods to study practices in reading comprehension. Full text.
http://epaa.asu.edu/epaa/v11n19/
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