Teaching Reading Comprehension and Comprehension Strategies

Tim Shanahan

January 2016

Teacher question:  In terms of teaching comprehension to grade 3-5 students, what is the best way to help the readers transfer the strategies they are taught so they can be independent, self-regulated readers?

Shanahan’s response:  If you want to teach reading comprehension strategies to on-grade level students between the ages of 8-10, we have […]

• Articles
• Comprehension
• Differentiated Instruction and RtI
• Higher Level/Critical Thinking
• Metacognition
• Reading
• Research-Based/Evidence-Based
• Teaching

DSM-5 Changes in Diagnostic Criteria for Specific Learning Disabilities (SLD): What are the Implications?


By Rosemary Tannock, Ph.D.




Q: What is SLD1 according to DSM-5?

A: DSM-5 considers SLD to be a type of Neurodevelopmental Disorder2 that impedes the ability to learn or use specific academic skills (e.g., reading, writing, or arithmetic), which are the foundation for other academic learning. The learning difficulties are ‘unexpected’ in that other aspects of development seem […]

• Articles
• Learning
• Learning Differences
• Research-Based/Evidence-Based

The Proficiency Illusion

By John Cronin, Michael Dahlin, Deborah Adkins, and G. Gage Kingsbury

“The Proficiency Illusion” reveals that the tests that states use to measure academic progress under the No Child Left Behind Act are creating a false impression of success, especially in reading and especially in the early grades.

The report, a collaboration of the Thomas B. Fordham […]

• Articles
• Research-Based/Evidence-Based

The NICHD Study Of Early Child Care And Youth Development

By the National Institute of Child Health and Human Development 

 In the early 1990s, the majority of children began some non-maternal care by 6 months of age. results from the NICHD Study of early child care and Youth Development show that, in its demographically and ethnically diverse sample of more than 1,000 children, the average child spent […]

• Articles
• Early Childhood
• Reading
• Research-Based/Evidence-Based

What Is Scientifically Based Research?

By the National Institute for Literacy

Early in the 17th century, two astronomers competed to describe the nature of our solar system.

Galileo built a telescope and found new planets and moons. Francesco Sizi ridiculed Galileo’s findings. There must be only seven planets, Sizi said. After all, there are seven windows in the head—two nostrils, two ears, […]

• Articles
• Research-Based/Evidence-Based

Using Research And Reason In Education

How Teachers Can Use Scientifically Based Research To Make Curricular & Instructional Decisions

by Keith Stanovich and Paula Stanovich

This publication discusses ways schools and teachers can provide evidence about the effectiveness of their instructional methods. Student achievement can be demonstrated by formal testing implemented by the teacher, school district, or state; by published findings of research-based evidence; […]

• Articles
• Research-Based/Evidence-Based

Testimony To Congress On Head Start

By G. Reid Lyon Ph.D.

National Institutes of Health Statement by G. Reid Lyon, Ph.D. Chief, Child Development and Behavior Branch National Institute of Child Health and Human Development On HEAD START Before The Committee on Health, Education, Labor and Pensions United States Senate Washington, D.C.

THE CRITICAL NEED FOR EVIDENCE-BASED COMPREHENSIVE AND EFFECTIVE EARLY […]

• Articles
• Early Childhood
• Research-Based/Evidence-Based

Measuring Success: Using Assessments And Accountability To Raise Student Achievement

By G. Reid Lyon Ph.D.

The following is a statement made by Dr. Lyon to the Subcommittee on Education Reform, Committee on Education and the Workforce, U.S. House of Representatives, in Washington, D.C. on March 8, 2001.

Introduction

Good morning, Chairman Castle and members of the Subcommittee. I am Dr. Reid Lyon, Chief of the Child Development and […]

• Articles
• Research-Based/Evidence-Based

What Science Offers Teachers Of Reading

By Louise Spear-Swerling and Robert J. Sternberg, Ph.D

Abstract

In this article, we examine what science offers both general and special educators who teach reading. We review some well-established scientific findings about reading and their practical implications, not only for children with reading disabilities but for other children as well. In addition, we consider some broader […]

• Articles
• Reading
• Research-Based/Evidence-Based

The NICHD Reading Research Program

By the National Institute of Child Health and Human Development

Three Decades of Research to Understand How Children Learn to Read, Why Some Children Have Difficulties Doing So, and What Can Be Done to Prevent and Remediate Reading Failure 

Click below to download a PDF of the full article.

• Articles
• Reading
• Research-Based/Evidence-Based