This report is part of a series of four guidance reports that the EEF has produced on the theme of language and literacy. It focuses on pupils between the ages of 5 and 7 in Key Stage 1. However, it may also be applicable to older pupils who have fallen behind their peers, or younger pupils who are making rapid progress. Separate reports cover…

This report offers seven practical evidence-based recommendations--that are relevant to all pupils, but particularly to those struggling with their literacy. To develop the recommendations we reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching. This report is part of…

Recent efforts to motivate parents' involvement in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines. Teacher leadership and communication are critical--the more teachers encourage and assist parents and caregivers in supporting their child's literacy development, the…

The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…

Discusses research on early reading as it relates to the phonics versus "look and say" controversy. Considers the courses of action available to parents and teachers which take the findings into account. (RJC)

The purpose of this paper is to present a direct instructional strategy, which is based upon what is known about effective classroom instruction. After defining direct instruction in reading, research that discriminates effective teachers from less effective teachers is presented. The paper then discusses the five-step, teacher directiveness…

This book remains a comprehensive, myth-debunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the "bottom" of the reading process. It provides a thorough but very accessible linguistic/psycholinguistic examination of the lowest levels of the reading process. It is both theoretical…

Research in reading comprehension was reviewed in order to characterize, summarize, and evaluate its contribution to principles of instructional practice. Studies were divided into four major research traditions: existential descriptions, existential proofs, pedagogical experiments, and program evaluations. An examination of these four frameworks…

Assesses the effects of interspersed-adjunct summary questions (i.e., questions appearing regularly throughout reading text requiring students to summarize the main points of previously read material) on reading comprehension and comprehension monitoring (i.e., awareness of level of understanding during reading tasks) of high-ability and…

This paper describes the development and initial validation of a Chinese reading motivation questionnaire (CRMQ) which was designed to assess Chinese students' reading motivation in Hong Kong. The development of the CRMQ consisted of two steps. In the first study, groups of items were constructed based on achievement motivation theories and…

This study conducted in a midwestern city, addressed problems experienced by learning disabled (LD) students in recalling specialized science and social studies vocabulary. This apparent problem was confirmed by a teacher questionnaire and analyses of types and frequency of test errors on recent exams. Students appeared unfamiliar with memory…

This study reviews research indicating that specific instruction in reading comprehension strategies is effective in improving comprehension for students, including those with learning disabilities. The reading strategies of highly competent readers are identified, and effective application of transactional strategies instruction with weak…

Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a…

Reports on a study of preferred reading instruction approaches among 121 British reading teachers. Finds that most do not use a single approach, but a blend of approaches determined by individual differences. Maintains that most perceive their role as encouraging students to enjoy reading. (CFR)

In this manuscript, the author explores the question, What does research suggest for middle level readers? To answer it, she conducts a synthesis of empirical studies published between 1990 and 2001 that appeared in journals linked to the author's professional membership (i.e., "Research in Middle Level Education" ("RMLE"), "Reading Research…