March 2004
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March 2004 | Volume 61 | Number 6
What Research Says About Reading
Feature Articles
Perspectives / What Works in Reading?
Marge Scherer
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Reading Disability and the Brain
Sally E. Shaywitz and Bennett A. Shaywitz
Neurological research suggests that systematic phonics instruction can help many individuals overcome dyslexia.
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The Science of Reading Research
G. Reid Lyon and Vinita Chhabra
The authors assert the primacy of peer-reviewed, quantitative research in judging “what works” in reading.
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False Claims About Literacy Development
Stephen Krashen
The National Reading Panel has made research mistakes of its own.
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Setting the Record Straight
Richard L. Allington
The research-supported reading intervention for at-risk students is tutoring—an expensive proposition, the author asserts.
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Research on Reading: A Cautionary Tale
Gregory Camilli and Paula Wolfe
A closer look at the research reveals that tutoring and direct and differentiated instruction are as vital to reading success as is systematic phonics.
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Making Words Stick
Connie Juel and Rebecca Deffes
Instruction that encourages students to actively analyze word meanings is far more effective than simply talking about word meaning in the context of reading.
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Phonics Instruction for Older Students? Just Say No
Gay Ivey and Marianne I. Baker
Intensive phonemic training for older students wastes instructional time that could be used to help students make sense of real texts.
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The Case for Informational Text
Nell K. Duke
Why nonfiction should take a more prominent place in the primary reading program.
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Creating Fluent Readers
Timothy Rasinski
The author describes how to track and improve automatic reading.
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How Do English Language Learners Learn to Read?
Robert E. Slavin and Alan Cheung
Bilingual instruction emphasizing systematic phonics is the most effective approach.
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Our Journey to Reading Success
David M. Liben and Meredith Liben
How a school in Harlem overhauled its reading program.
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The Most Important Words
Jane Katch
A preschool teacher finds that a word wall helps her students connect print and meaning.
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Vocabulary Lessons
Camille L. Z. Blachowicz and Peter Fisher
From word walls to crosswords—these approaches build students' understanding of how words work.
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Word Detectives
Irene W. Gaskins
A lab school for struggling readers describes its decoding by analogy program.
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Laying the Groundwork for Literacy
Dorothy S. Strickland and Timothy Shanahan
Preliminary findings from the National Early Literacy Panel.
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Making the Words Roar
Thomas Armstrong
Lest we forget, competent readers must exercise multiple intelligences.
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Special Topic / Save the Libraries!
Susan B. Neuman and Donna Celano
Funding school and neighborhood libraries could close the literacy divide.
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Departments
Continuing the Discussion / Preventing and Remediating Reading Failure: A Response to Allington
G. Reid Lyon, Jack M. Fletcher, Joseph K. Torgesen, Sally E. Shaywitz and Vinita Chhabra
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Continuing the Discussion / Reply to Lyon and Colleagues
Richard L. Allington
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Research Link / Family Literacy
John H. Holloway
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Web Wonders / What Research Says About Reading
Deborah Perkins-Gough
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ASCD Community in Action
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Letter from Washington / Backwards Reels the Mind
Denis P. Doyle
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Online Only
EL Study Guide / What Research Says About Reading
Deborah Perkins-Gough
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Copyright © 2004 by Association for Supervision and Curriculum Development
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