Neurological research suggests that systematic phonics instruction can help many individuals overcome dyslexia.

The authors assert the primacy of peer-reviewed, quantitative research in judging “what works” in reading.

The National Reading Panel has made research mistakes of its own.

The research-supported reading intervention for at-risk students is tutoring—an expensive proposition, the author asserts.

A closer look at the research reveals that tutoring and direct and differentiated instruction are as vital to reading success as is systematic phonics.

Instruction that encourages students to actively analyze word meanings is far more effective than simply talking about word meaning in the context of reading.

Intensive phonemic training for older students wastes instructional time that could be used to help students make sense of real texts.

Why nonfiction should take a more prominent place in the primary reading program.

The author describes how to track and improve automatic reading.

Bilingual instruction emphasizing systematic phonics is the most effective approach.

How a school in Harlem overhauled its reading program.

A preschool teacher finds that a word wall helps her students connect print and meaning.

From word walls to crosswords—these approaches build students' understanding of how words work.

A lab school for struggling readers describes its decoding by analogy program.

Preliminary findings from the National Early Literacy Panel.

Lest we forget, competent readers must exercise multiple intelligences.

Funding school and neighborhood libraries could close the literacy divide.