Part I Overview: Contributions To Evidence-Based Research, Peggy Mccardle And Vinita Chhabra; Where We Are Nationally And How We Got Here, Robert W. Sweet, Jr. Part II Reading Research That Provides Evidence - The Methods: Why Scientific Research? The Importance Of Evidence In Changing Educational Practice, Valerie F. Reyna; Scientifically Based Educational Research - Questions, Designs, And Methods, Jack M. Fletcher And David J. Francis; The Importance Of Longitudinal Research For Early Intervention Practices, Barbara K. Keogh; What Is A Meta-Analysis And How Do We Know We Can Trust It? Harris Cooper And Kelle Reach; Clinical Trials As A Model For Intervention Research Studies In Education, Robin D. Morris. Part III Evidence-Based Practices That Teachers Are Asked To Implement: Teaching Phonemic Awareness And Phonics - An Explanation Of The National Reading Panel Meta-Analyses, Linnea C. Ehri; What Do We Know About Fluency? - Findings Of The National Reading Panel, Steven A. Stahl. (Part Contents).
This resource helps school administrators, educators, and specialists answer complex questions about scientifically-based reading research and make informed choices about teaching practices. It covers brain research and neuroimaging and its influence on reading. Readers will: learn how to read research literature, judge its value, apply it to practice, and recognize common myths about scientific research; review the findings of the National Reading Panel report on Teaching Children to Read and examine research information about phonics and phonemic awareness, fluency, vocabulary, and comprehension; and discover how reading research informs educational policy and get reliable information on legislation.