Effective Beginning Reading Instruction

Abstract

I argue that the National Reading Panel was too narrow in its presentation of scientifically-valid reading instructional research. Although the findings summarized by the Panel were valid, they were but a sampling of the many instructional practices that enjoy scientific support, most emphatically, in experiments and quasi-experiments (i.e., in the types of studies favored by the Panel). A sampler of practices that enjoy support but were ignored by the Panel is presented, as is discussion of qualitative research that was out of bounds because of the methodological strictures of the Panel. I conclude that most of the cutting edge of the scientific study of reading is entirely missing from the Panel's report, which emphasized findings massively supported by data, findings that are generally accepted by the scientific community concerned with reading instruction.

Embedded Professional Development and Classroom-Based Early Reading Intervention: Early Diagnostic Reading Intervention Through Coaching

“…Findings from multiple research studies have informed elements of effective early reading instruction (e.g., Allington & Johnston, 2002;Morrow, Tracey, Woo, & Pressley, 1999;Pressley, 2002;Pressley et al, 2001;Taylor, Pearson, Clark, & Walpole, 2000;Wharton-McDonald, Pressley, & Hampston, 1998). Among the most well-known syntheses of effective reading instruction is the National Reading Panel report (National Institute of Child Health and Human Development, 2000), which identified five key aspects of early readingphonemic awareness, phonics, fluency, text comprehension, and meaning vocabulary.…”

The Effects of Fast Start Reading: A Fluency-BasedHome Involvement Reading Program, On the Reading Achievement of Beginning Readers

“…Across a wide range of studies and reports, it has been concluded that parental involvement in early childhood through adolescent education generally benefits children's learning and school success, particularly in literacy (Chavkin, 1993;Durkin, 1966;Eccles & Harold, 1993;Epstein, 1989Epstein, , 1991Epstein, , 1994Postlethwaite & Ross, 1992;Pressley, 2002;Rasinski, 1989Rasinski, , 2003U.S. Department of Education, 1994).…”

A Longitudinal Exploration of the Relationship Between Oral Reading Fluency and Reading Comprehension Achievement Among a Sample of Diverse Young Learners

“…When reading instruction focuses on letter-, sound-, and word-level skills, lower-order literacy competencies are developed, but when reading instruction focuses on searching texts for information and making inferences, higher-order literacy competencies are developed that lead to the proficient comprehension of complex texts (Pressley, 2002). If greater emphasis is placed on lower-order literacy skill competencies during reading instruction, development of higher-order literacy skill competencies are compromised (Pressley, 2002).…”

“…When reading instruction focuses on letter-, sound-, and word-level skills, lower-order literacy competencies are developed, but when reading instruction focuses on searching texts for information and making inferences, higher-order literacy competencies are developed that lead to the proficient comprehension of complex texts (Pressley, 2002). If greater emphasis is placed on lower-order literacy skill competencies during reading instruction, development of higher-order literacy skill competencies are compromised (Pressley, 2002). While the compromise associated with an instructional focus on lower-order reading skills may lead to effective word recall, it often prevents readers from fully understanding the text they read, compromising development of higher-order reading skills (Pressley, 2002).…”

“…If greater emphasis is placed on lower-order literacy skill competencies during reading instruction, development of higher-order literacy skill competencies are compromised (Pressley, 2002). While the compromise associated with an instructional focus on lower-order reading skills may lead to effective word recall, it often prevents readers from fully understanding the text they read, compromising development of higher-order reading skills (Pressley, 2002).…”