In response to widespread interest in 21st-century learning across the educational landscape, the authors explored the extent to which the concept possesses clear definition and coherent meaning within both research discourse and K-12 classroom practice in the United States, particularly with regard to conceptualizations and enactments of…

The simple view of reading (SVR) model proposes that reading comprehension is the product of cognitive domain skills, word decoding, and oral language (linguistic) comprehension, and that decoding and language comprehension make separate, independent contributions to reading comprehension. The SVR has been supported in both first (L1) and second…

Learning to read marks an important milestone in children. Extensive research with monolingual and bilingual children has demonstrated that language comprehension (LC) forms fundamental building blocks for reading comprehension (RC). However, mixed findings are reported among studies that compare readings skills in children with and without…

Previous research in alphabetic languages has shown that both position (external, internal) and distance (adjacent, nonadjacent) modulate letter position encoding during reading. To examine the generality of this pattern for a comprehensive model of word recognition and reading, we examined these effects during Chinese reading (i.e., an unspaced…

Based on 52 studies with samples mostly from English-speaking countries, the current study used Bayesian network meta-analysis to investigate the intervention effectiveness of different reading comprehension strategy combinations on reading comprehension among students with reading difficulties in 3rd through 12th grade. We focused on commonly…

This paper examines how kaiako (teachers) view professional learning and development training (PLD) in structured literacy (SL) in a Maori-medium immersion context. Through interviews with kaiako in a kura kaupapa Maori (Maori-medium educational setting) who teach students in Years 1-6, and images of the literacy environment to capture some of the…

There is an alarming rate of students in the United States who struggle to read and do not reach grade-level proficiency before leaving elementary school. Like many school districts across the country, the District of Columbia Public Schools (DCPS) system has turned to the Science of Reading (SoR) to improve student literacy outcomes, and there…

Observation research can shed light on the degree to which students have access to research-based instruction and intervention. In this systematic review of reading observation research for students with and at risk for emotional and behavioral disorders, we sought to identify trends in the settings and student populations investigated and…

This study aimed to examine the studies investigating the relationship between affective factors and reading success through systematic review. The studies were reviewed based on the study type, study design, sample size, sample type, data collection tool, data analysis method, and study purpose. More than 80% of the studies related to reading…

There is accumulating evidence that readers continually evaluate the consistency, congruence, and coherence of text by processes of validation. Validation is initiated immediately on stimulus presentation, may proceed nonstrategically, and serves as a criterion for representational updating. However, validation exhibits a variety of deficiencies.…

The annual "What's Hot in Literacy" survey identifies current priorities in literacy education, highlighting the evolving landscape of the field. A panel of twenty-five literacy leaders participate in interviews to identify the most emphasized, least emphasized, and most deserving topics of increased attention. The 2024 findings…

This collaborative research endeavor, undertaken by a committee composed of the English Language Art (ELA) pedagogical consultants for Québec English School Boards, Kativik, Lower Canada College and Littoral in consultation with the ELA Programs team at the Direction des programmes d'études en formation générale des jeunes (DPEFGJ) at the…

The Reading League builds the understanding of evidence-aligned reading instruction and its application with a variety of supports for educators as they build their knowledge and professional networks around the science of reading. It builds the understanding of evidence-aligned reading instruction and its application with a variety of supports…

Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU)…

Can the science of reading contribute to improving educational practices, allowing more students to become skilled readers? Much has been learned about the behavioral and brain bases of reading, how students learn to read, and factors that contribute to low literacy. The potential to use research findings to improve literacy outcomes is…