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Church, Jessica A.; Grigorenko, Elena L.; Fletcher, Jack M. – Reading Research Quarterly, 2023
To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical…
Descriptors: Genetics, Brain Hemisphere Functions, Reading Processes, Oral Language
Souto-Manning, Mariana; Martinez, Danny C.; Musser, Adam D. – Reading Research Quarterly, 2022
Racialized notions of language and literacy are harmful to children in U.S. schools, and English Language Arts is a primary site whereby white supremacist language ideologies are enacted and justified, being most harmful to Black, Indigenous, and other students of Color. The authors--Mariana Souto-Manning, Danny C. Martinez, and Adam D.…
Descriptors: Language Arts, Racism, Whites, Minority Group Students
Gottardo, Alexandra; Chen, Xi; Huo, Michelle Ru Yun – Reading Research Quarterly, 2021
Research has shown that language and literacy skills in a first language (L1) are related to performance in a second language (L2) and that these relations are reciprocal. However, cross-linguistic skills related to word reading are influenced by numerous factors. These include linguistic factors such as the specific language and literacy skills…
Descriptors: Bilingual Students, Native Language, Second Language Learning, Reading Skills
Paige, David D.; Young, Chase; Rasinski, Timothy V.; Rupley, William H.; Nichols, William D.; Valerio, Meghan – Reading Research Quarterly, 2021
The role of the teacher, specifically teacher craft, is central to engaging students in effective reading instruction. However, the science of reading has revealed that the content taught is also important to reading acquisition. Although the science of reading was aggregated some two decades ago to result in what became known as the five big…
Descriptors: Reading Instruction, Instructional Effectiveness, Teaching Methods, Reading Strategies
Shanahan, Timothy – Reading Research Quarterly, 2020
Recently, the term "science of reading" has been used in public debate to promote policies and instructional practices based on research on the basic cognitive mechanisms of reading, the neural processes involved in reading, computational models of learning to read, and the like. According to those views, such data provide convincing…
Descriptors: Reading Instruction, Reading Research, Teaching Methods, Reading Processes
Vaughn, Margaret; Parsons, Seth A.; Massey, Dixie – Reading Research Quarterly, 2020
The authors discuss the tension between the science of reading and adaptive teaching. The discussion focuses on the ways in which the science of reading emphasizes the teaching of reading as decontextualized and compartmentalized aspects of literacy acquisition that are distant from culturally sustaining and relevant pedagogies and restrict…
Descriptors: Reading Research, Reading Instruction, Teaching Methods, Literacy Education
Dong, Ting; Anderson, Richard C.; Kim, Il-Hee; Li, Yuan – Reading Research Quarterly, 2008
Students at two sites in China and one site in Korea engaged in Collaborative Reasoning, an approach to discussion that requires self-management, free participation, and critical thinking. The discontinuity between the usual adult-dominated discourse of Chinese and Korean homes and classrooms and the expected discourse of Collaborative Reasoning…
Descriptors: Foreign Countries, Instructional Effectiveness, Cognitive Development, Comparative Analysis
Flowers, Lamont A. – Reading Research Quarterly, 2007
There is little debate among researchers, policymakers, and educational stakeholders that reading achievement among African American students is an important issue (Strickland, 1994). While several scholars have contributed greatly to the research literature on matters pertaining to African American students and reading, additional research is…
Descriptors: Teaching Methods, Study Skills, Teacher Effectiveness, Standardized Tests
Edyburn, Dave L. – Reading Research Quarterly, 2007
The purpose of this article is to outline four categories of issues that are fundamental to understanding the efficacy of technology for enhancing reading performance. The four categories of issues include: (1) What does it mean when we say a person is a reader or a nonreader?; (2) Instructional methods: Lessons of the achievement gap; (3)…
Descriptors: Teaching Methods, Functional Reading, Assistive Technology, Agenda Setting
Pappas, Christine C. – Reading Research Quarterly, 2006
There has been a call for approaches that connect science learning with literacy, yet the use of, and research on, children's literature information books in science instruction has been quite limited. Because the discipline of science involves distinctive generic linguistic registers, what information books should be integrated in science…
Descriptors: Teaching Methods, Science Instruction, Computational Linguistics, Science Curriculum
McEneaney, John E.; Lose, Mary K.; Schwartz, Robert M. – Reading Research Quarterly, 2006
A Response to Intervention (RTI) model proposes identification of students with reading difficulties on the basis of a series of progressively more intensive instructional interventions over extended periods of time. Learners with serious reading difficulties are those whose difficulties are not resolved by the interventions. Three advantages of…
Descriptors: Reading Difficulties, Intervention, Teaching Methods, Reading Research
Klingner, Janette K.; Edwards, Patricia A. – Reading Research Quarterly, 2006
Now that the Individuals with Disabilities Education Improvement Act (IDEA, 2004) has been reauthorized, states have the option of discontinuing the use of IQ-achievement discrepancy formulas and using Response to Intervention (RTI) criteria as part of the special education identification process. This change has dramatic implications for…
Descriptors: Intervention, Literacy, Reading Instruction, Special Education
Smagorinsky, Peter; Cook, Leslie Susan; Reed, Patty M. – Reading Research Quarterly, 2005
This study analyzes the composition by a high school senior of a house design for a class in architectural design. He produced this text in relation to the readings of that text by his teacher and other potential readers. The authors take a Vygotskian perspective to understand the settings, goals, and tools through which he composed his…
Descriptors: Teaching Methods, High School Seniors, Building Design, Architectural Education
White, Thomas G. – Reading Research Quarterly, 2005
Fifteen regular grade 2 teachers used a set of 150 written lessons that were designed to develop, over the course of a school year, low and normally achieving students' ability to decode by analogy (i.e., to read unknown words using known words). The lessons provided (1) a planned sequence for teaching phonic elements including common spelling…
Descriptors: Grade 2, Sight Method, Word Recognition, Teaching Methods
Invernizzi, Marcia; Hayes, Latisha – Reading Research Quarterly, 2004
A team of first-grade teachers began to question their literacy/phonics program, which used a whole-class format for instruction. The teachers felt that teaching the whole class did not allow them to meet the diverse needs of all their students. One of the teachers introduced the rest of the team to developmental-spelling research (i.e., research…
Descriptors: Spelling Instruction, Phonics, Spelling, Developmental Stages