Recent research into reading has revealed much about how people learn to read, and Riley expresses optimism that educators might adopt much of this reading science into how they teach reading without triggering new "reading wars" between advocates of phonics and whole language. He summarizes indisputable facts recent scientific research…

We know more now than we ever did before about how to make every child a successful reader, write Allington and Gabriel in this research review. Yet, few students regularly receive the best reading instruction we know how to give. The authors present research supporting their recommendation that every child, every day, should (1) read something he…

If taught well, reading instruction can have a positive effect on kindergarten children. (Author/MLF)

The National Reading Panel's report on reading instruction placed too much emphasis on systematic phonics. The effectiveness of systematic phonics is presented with a comprehensive framework so that there is a clear implication for institutional practice.

A description of elements that most reading experts would endorse as part of a sound instructional program in reading. (Author/MLF)

The founders of the family academy developed a powerful curriculum for struggling readers. The element of the powerful program that was born from research, from experience and from staying carefully attuned to young children is presented.

The effective classroom reading instruction and early reading interventions is routinely misrepresented and exaggerated by the federal officials. Individual tutoring that produces on-level reading achievement is presented based on the misinterpretations of the research.

Teacher characteristics and student variables go together to constitute a reading instructional program. (Author/MLF)

Research findings are cited that explain how reading comprehension is a complex process involving the coordination of multiple factors and provide a basis for instructional methods to improve children's reading comprehension skills. (MLF)

Discusses the progress of reading programs during this century and the influences that shaped those programs. (RK)

Reading researchers are under attack by policy makers and others outside the field who want a quick, easy method for teaching students to read. Although common ground exists, nothing points to any single best way to teach reading. What matters most is the teacher, flexible approaches, and student interests. Contains 17 references. (MLH)

"Decodable text" devotees say phonics is scientifically superior to the whole-language approach, which supposedly lacks research validation. However, 60 years of research supports holistic, literature-based approaches to literacy. Whole-language instruction is further validated by research on independent reading, cooperative learning, Reading…