Reading Panel Research Articles

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students

AbstractReading comprehension instruction was identified by the National Reading Panel as an effective instructional practice to improve students' reading comprehension. Teacher professional development (PD) is essential for effective reading comprehension instruction to occur in schools. The aim of this meta‐analysis is to examine the extent to which teacher PD in reading comprehension impacted teacher knowledge or practice outcomes and student reading comprehension outcomes. Additionally, we explored whether various studies or PD characteristics were potential moderators of these outcomes. We identified 29 experimental and quasi‐experimental studies, including 51 independent samples and 97 effect sizes. Using robust variance estimation, teacher PD in reading comprehension had a large effect (g = 0.947, p < .001) on teacher knowledge or practice and a small effect (g = 0.193, p < .001) on student reading comprehension. Results indicate teacher PD in reading comprehension is effective in improving teaching practices and student learning. However, more systematic research is needed to investigate effective PD components and other factors which may influence the impact of PD on teacher and student outcomes.

Reevaluating and Restructuring Comprehension Strategy Instruction

AbstractIn the face of arguments that knowledge is the key to reading comprehension, we examined the evidence for comprehension strategies instruction. Since the National Reading Panel Report, a number of researchers have reaffirmed the value of including comprehension strategy instruction in the elementary and middle school curriculum. The latest reviews and meta‐analyses indicate that teaching comprehension strategies improves children's and adolescents’ reading comprehension. We outline what strategies should be taught, when, how, and how much. Differentiation of instruction is vital because students who struggle to comprehend benefit more from comprehension strategy instruction than students who are already expert readers.

Costa Rica & the United States: A transnational early literacy study

ABSTRACT This transnational comparative study between Costa Rica and the United States provides an in-depth understanding of the similarities and differences of the early literacy practices of educators in the Pre-Kindergarten to Kindergarten classroom settings. Drawing upon Costa Rica’s curricular approach to Early Childhood Education, based upon the Ministerio de Educación Pública, this study positions the learner as the center of the schooling process and considers the teacher as a facilitator, mediator who knows the learners and their families. The main conceptual framework which has guided this research project is the National Reading Panel six pillars of literacy instruction. Specific findings include similarities in early literacy practices for both Costa Rica and the United States include role-playing, hands-on activities, and visual aids. General findings revealed that Costa Rica’s approach to early literacy practices was more holistic and integrated, in comparison to the United States with a more focused and analytical approach.

A special educator’s guide to the Science of Reading

The term “Science of Reading” (SOR) has become a popular phrase in practitioner circles. To best serve students, it is important that teachers and interventionists are knowledgeable about the SOR. This article provides a special educator’s guide to the SOR by reviewing critical elements that have emerged in public discourse about the SOR. Background information is provided on the National Reading Panel, the Simple View of Reading, and the breadth of scientific evidence on reading instruction. We highlight key instructional considerations for special education practitioners who want to incorporate instruction aligned with the SOR in their classrooms.

Legislating Phonics: Settled Science or Political Polemics?

In this commentary, we identify a phonics-first ideology and its polemical distortions of research and science to promote legislation that constrains and diminishes the teaching of reading. We affirm our own, and a majority of reading professionals’, commitment to teaching phonics. However, we argue that phonics instruction is more effective when embedded in a more comprehensive program of literacy instruction that accommodates students’ individual needs and multiple approaches to teaching phonics—a view supported by substantial research. After summarizing the politicization of phonics in the United States, we critique a legislated training course for teachers in Tennessee as representative of how a phonics-first ideology is expressed polemically for political purposes. We contrast it with a more collaboratively developed, balanced, nonlegislative approach in the previous governor’s administration. Specifically, the training course (a) makes an unfounded claim that there is a national reading crisis that can be traced to insufficient or inappropriate phonics instruction; (b) distorts, misrepresents, or omits relevant research findings and recommendations, most prominently from the report of the National Reading Panel; (c) inaccurately suggests that “balanced literacy instruction” is “whole language” instruction in disguise; and (d) wrongly claims that its views of phonics are based on a settled science of reading.

Knowledge of Strategies to Teach Reading Components among Teachers of Hard of Hearing Students.

This study investigated Saudi Arabian elementary school teachers' knowledge of strategies to teach reading components to hard of hearing students. The study focused on four of the five reading components the National Reading Panel (NPR, 2000) identified: phonemic awareness; phonics; vocabulary; and reading comprehension, and explored the relation between teachers' demographic characteristics and their knowledge of the strategies as well. An explanatory sequential mixed methods design was used that included two phases. The quantitative phase examined the knowledge of these Arabic reading components among 89 elementary school teachers of hard of hearing students, and the qualitative phase consisted of interviews with 10 teachers. The results indicated that the teachers have a great deal of knowledge (above the mean score) of strategies to teach reading components. Specifically, teachers' knowledge of strategies to teach the vocabulary component was the highest. The results also showed no significant association between teachers' demographic characteristics and their knowledge of strategies to teach reading components. The qualitative analysis revealed two themes: (1) teachers' lack of basic knowledge of strategies to teach reading components, and (2) the absence of in-service courses and training programs in reading for teachers.

Structured literacy: An approach to support ākonga who present with dyslexic tendencies in Māori medium education to learn to read, write and spell in te reo Māori

Structured literacy is an evidence-based approach (Brady, 2011; Fletcher et al., 2007; Forman et al., 2016; IDA, 2018; National Reading Panel NRP, 2000, TKI 2020a) informed by the science of reading acquisition instruction and how the brain acquires and processes information (Reyna, 2004; Seidenberg, 2017). The literature examines how this approach could support bilingual tamariki (children) who may present with dyslexic tendencies in Māori-medium immersion contexts. Through an anonymous questionnaire to kaiako within Kura Kaupapa Māori (Māori-medium immersion schools) who teach or have taught tau 0-10 ākonga (years 1-10 students), participants shared what they know and understand about literacy, dyslexia and how this learning difference might reveal itself through te reo Māori (Maori language) and English. The findings highlighted the potential structured literacy has to benefit all ākonga in both languages and the need for te reo Māori resources and professional development on dyslexia and structured literacy.

Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction

ABSTRACTThe National Reading Panel identified phonemic awareness (PA) as one of the five components of reading and found explicit instruction effective in developing PA skills in students. In the current meta‐analysis, we explored the extent to which PA instruction was effective for developing PA skills in preschool through first‐grade students and examined moderators related to malleable instructional characteristics relevant to the effective implementation of PA instruction in schools (e.g., type of instructor, specifically including computer programs and parents aside from teachers as instructors) and their possible interactions. We collected data from 46 experimental and quasi‐experimental primary studies, with 59 independent samples providing 119 effect sizes (treatment groups, N = 1892; control groups, N = 1747). Using robust variance estimation, PA instruction was moderately effective (g = 0.63, p < .001) at improving PA outcomes. No statistically significant difference was found for type of instructor. Other moderator analyses revealed no significant differences for group size, duration, PA skills taught, use of letters, grade level, at‐risk for reading difficulties status, or English language learner status. Finally, examination of the interaction between type of instructor and at‐risk status suggested teachers, computer programs, and parents are effective instructors for both at‐risk and low‐risk students. As schools plan for effective PA instruction, results indicate computer programs and parents can be useful resources to build PA skills for students to supplement teacher instruction.

Trends in the Selection of Primary Grade (K-3) Reading Programs and Assessments in the United States

ABSTRACT It has been more than twenty years since the National Reading Panel Report (2000) provided recommendations for the teaching of reading based on a meta-analysis of suitable research. The report was commissioned at the end of the 1990s, just as the “whole language” reading movement that advocated for analytic phonics instruction and having students spend much of their time silently reading at their “independent” levels was common. The report recommended the explicit teaching of the “Big Five” components of reading instruction, phonemic awareness, phonics, comprehension, fluency and vocabulary, along with scaffolded reading instruction with challenging text. In the same year, another study concluded that elementary teachers had students reading silently 71% of the time and providing phonics instruction strategies associated with “whole language” such as contextual analysis. In this study, a survey was distributed to school superintendents across the country; 293 completed the survey resulting in a 72% response rate. Respondents indicated a clear and increasing preference for basal programs; a result that we believe reveals the impact of the NRP. Even so, about a quarter of the respondents indicated a preference for programs, and more than half were using assessments, more aligned with “whole language” approaches.

Literature Review on Trends of Comprehension Instruction for Elementary School Students

Abstract: The objective of this article is to construct evidence-based arguments on what comprehension is and what are various instructional approaches to improve comprehension post the National Reading Panel’s (NRP) report (2000). The NRP (2000) reported seven text comprehension instructions that have scientific evidences in improving reading comprehension. Those instructions are: (1) comprehension monitoring, (2) cooperative learning, (3) graphic and semantic organizers, (4) question answering, (5) question generation, (6) summarization, and (7) multiple strategies. It has been more that 20 years since the NRP reviewed empirical evidences of those text comprehension instructions. What have we learnt since then? Having reviewed 29 studies on comprehension instruction published in the past twenty years, we found top three comprehension instructions that are used in elementary classroom. They are: (1) differentiated/individualized reading instruction, (2) vocabulary-based reading instruction, and (3) transactional approach. These findings informed us that further research on elementary reading comprehension instruction needed. Also, the NRP categorization of comprehension instruction (2000) needs modification.

Teacher Preparation in Pennsylvania: Alignment to the National Reading Panel Findings

Students across Pennsylvania are demonstrating an inability to meet proficiency expectations in reading. Emphasis has been on schools of education as one originating source of difficulty with reading instruction. Five universities and colleges in Pennsylvania were analyzed utilizing document analysis of undergraduate course syllabi, schedules, and final exams of 13 required undergraduate courses. The findings of this qualitative study illustrate the participating schools of education are instructing on the pillars of reading in parallel and proportionately less than non-evidence-based practices. The authors offer a four-tier approach to strengthen teacher candidacy programs.

Lung Nodule Detectability of Artificial Intelligence-assisted CT Image Reading in Lung Cancer Screening.

Artificial Intelligence (AI)-based automatic lung nodule detection system improves the detection rate of nodules. It is important to evaluate the clinical value of the AI system by comparing AI-assisted nodule detection with actual radiology reports. To compare the detection rate of lung nodules between the actual radiology reports and AI-assisted reading in lung cancer CT screening. Participants in chest CT screening from November to December 2019 were retrospectively included. In the real-world radiologist observation, 14 residents and 15 radiologists participated in finalizing radiology reports. In AI-assisted reading, one resident and one radiologist reevaluated all subjects with the assistance of an AI system to locate and measure the detected lung nodules. A reading panel determined the type and number of detected lung nodules between these two methods. In 860 participants (57±7 years), the reading panel confirmed 250 patients with >1 solid nodule, while radiologists observed 131, lower than 247 by AI-assisted reading (p<0.001). The panel confirmed 111 patients with >1 non-solid nodule, whereas radiologist observation identified 28, lower than 110 by AI-assisted reading (p<0.001). The accuracy and sensitivity of radiologist observation for solid nodules were 86.2% and 52.4%, lower than 99.1% and 98.8% by AI-assisted reading, respectively. These metrics were 90.4% and 25.2% for non-solid nodules, lower than 98.8% and 99.1% by AI-assisted reading, respectively. Comparing with the actual radiology reports, AI-assisted reading greatly improves the accuracy and sensitivity of nodule detection in chest CT, which benefits lung nodule detection, especially for non-solid nodules.

METACOGNITION AND ENGLISH READING-RELATED OUTCOMES FOR D/DEAF AND HARD OF HEARING STUDENTS: A NARRATIVE REVIEW

The purpose of this narrative review was to summarize empirical studies regarding the effects of metacognition on English reading-related outcomes for students who are d/Deaf and hard of hearing (d/Dhh). This review covered the timeframe from the publication of the previous and only narrative review conducted by Strassman (1997) to 2020. Several of Strassman’s assertions were confirmed, including the oft-repeated one: d/Dhh students possess inadequate comprehension-monitoring skills. In fact, the students are not aware of effective metacognitive strategies and, in general, do not know “what they do not know.” Although intervention is strongly recommended, a few later studies asserted that such intervention not only should be based on the recommendations of the National Reading Panel, but also should be differentiated to meet the individual needs of d/Dhh students. It was argued that d/Dhh reading comprehension challenges are due to metacognitive or executive function issues; however, this assumption needs to be contextualized within a framework of reading which entails decoding and comprehension processes.

Examining the Effects of Silent Independent Reading on Reading Outcomes: A Narrative Synthesis Review from 2000 to 2020

Encouraging children to read extensively has been a widely recommended approach to developing reading. The National Reading Panel published a review study reporting inconclusive findings regarding the benefits of such an approach. In this systematic narrative synthesis review, we provided an update and an extension of the NRP’s review. We examined the effects of silent independent reading practices on reading outcomes for students in Grades K through 12, reviewing experimental and quasi-experimental studies between 2000 and 2020. We also incorporated a quality evaluation of primary studies. A systematic search of peer-reviewed articles was conducted, using identical procedures as in the National Reading Panel review. Our results from 14 primary studies comprising 5,522 participants in the treatment group and 4,966 in the control group alluded to no meaningful beneficial effects of independent reading on reading outcomes. However, due to a lack of primary studies adhering to the highest quality standards and implementation, it is impossible to determine whether such a result is universal or whether there might be conditions under which independent reading could be effective.

Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of Reading

ABSTRACTSince well before the release of the National Reading Panel report in 2000, phonemic awareness has been an important topic for reading researchers. However, it is unclear the extent to which commercial materials for phonemic awareness instruction are consistent with that report and subsequent research. In the current study, we investigated the use of commercial kindergarten materials for such instruction in one state and suggest that the most widely used materials have areas of inconsistency with the science of reading. Notably, the commercial materials reviewed here did not take orthographic development into sufficient account. Additionally, the materials did not use letters and did not limit focus to one or two skills. Implications for classroom instruction, teacher education, commercial materials development, and future research are identified.

The Promise of Comprehensive Early Reading Instruction for Children With Autism and Recommendations for Future Directions

Purpose Children with autism have an increased likelihood of reading difficulties. The reasons for this are numerous and varied, but many children with autism can learn to read when they are provided with evidence-based early reading instruction. Method Here, we provide an overview of some of the factors that impact early reading development for children with autism and a rationale for the provision of comprehensive early reading instruction consistent with the recommendations of the National Reading Panel (NRP). We discuss research on NRP instruction for children with autism, including some of our own empirical studies. We also discuss some areas of research that were not emphasized by the NRP but that we view as important. We offer recommendations that extend beyond NRP guidelines in order to advance knowledge and improve practice. Conclusions Comprehensive early reading instruction holds great promise for children with autism, but there are gaps in our understanding that need to be addressed. These include the most effective method(s) for tailoring reading instruction to the needs of the individual while optimizing delivery to small groups of children, supporting skills and making other accommodations not outlined by the NRP, and consideration of bilingualism and of reading instruction in languages other than English, among other issues. While our focus in this review article is early reading instruction for children with autism who use oral language, we acknowledge that there is a major gap in the literature concerning reading instruction for those who do not use oral language. We hope that this review article will be helpful to clinicians, educators, and researchers alike, as well as children with autism and their families, friends, and support networks.

Increasing Below Level Readers Fluency and Comprehension

Year after year, students enter the classroom several grades below grade level yet are expected to perform as an on-grade level student. One of the major learning gaps, that is daunting to see in fourth grade, are students who are extremely below grade level in the area of reading. To an outsider, it may look as though it is only one subject. No big deal! Unfortunately, reading is the foundation to all content areas. A student who is not successful in reading will most likely have difficulties in other areas of learning. Reading provides the foundation of understanding and that foundation begins with reading fluency. Researcher Timothy Rasinski, along with countless other researchers, such as Kodan and Akoyl, The National Reading Panel, and Samuels and Leberge, carry the belief that students who build a foundation of fluency through practice and increase that fluency will develop the ability to comprehend on higher levels (2003). Without this foundation, the learning gap begins and continues to widen year after year. Thus, showing the huge relationship between reading fluency and reading comprehension (Rasinski, 2003). These below grade level readers need interventions that meet them where they are and push them forward to meet their learning goals - enabling them to become better readers. The purpose of this study was to address the needs of below-level readers and to aid in the vertical alignment of research-based interventions and methods in grades 3-5.

An Analysis of Comprehension Strategies and Skills Covered within Grade 3–5 Reading Textbooks in the United States

This study examined the comprehension skills and strategies presented in current reading textbooks used within the United States as a means of describing a contributor to the ecological component of reading. The ways in which comprehension skills and strategies are distributed across genres as well as connected to the National Reading Panel recommendations were also examined. Reading textbooks for grades 3, 4, and 5 from the Journeys (Scope and sequence grades K-6. https://www.hmhco.com/programs/journeys/about , 2017), SRA Open Court (Scope and sequence grades 3-5. https://www.mheducation.com/prek-12/program/open-court-reading-20162016/MKTSP-THA14M0.html , 2016), Reading Street (Afflerbach et al. in Reading Street (Grade 3, vol 1). Pearson, Glenview, 2011a, Reading Street (Grade 3, vol 2). Pearson, Glenview, 2011b, Reading Street (Grade 4, vol 1). Pearson, Glenview, 2011c, Reading Street (Grade 4, vol 2). Pearson, Glenview, 2011d, Reading Street (Grade 5, vol 1). Pearson, Glenview, 2011e, Reading Street (Grade 5, vol 2). Pearson, Glenview, 2011f), Reach (Frey et al. in Reach (Grade 3). Hampton-Brown, Jefferson City, 2011a, Reach (Grade 4). Hampton-Brown, Jefferson City, 2011b, Reach (Grade 5). Hampton-Brown, Jefferson City, 2011c), and Wonders (Scope and sequence grades 3, 4, and 5. https://www.mheducation.com/prek-12/program/microsites/MKTSP-BGA07M0/wonders.html , 2020) series were analyzed for the comprehension skills and strategies covered in each lesson. Analysis revealed a lack of coverage of comprehension skills and strategies across most textbooks. Further, comprehension skill and strategy instruction by genre was very sporadic and strategies recommended by the NRP were often inadequately addressed by the textbooks examined. Findings of this study point to the need for educators to critically examine the textbooks used for reading instruction within their classrooms.

Relatório do “National Reading Panel” dos EUA (2000)

Resenha do NATIONAL READING PANEL (NRP). Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction – reports of the subgroups. Washington, D. C.: U. S. Department of Health and Human Services, National Institute of ChildHealth and Human Development, 2000. Available in: &lt;https:// www.nichd.nih.gov/publications/pubs/nrp/smallbook&gt;. Access in: 26 abr. 2020.

Technology-based interventions for children with reading difficulties: a literature review from 2010 to 2020

Technology-based interventions have been used to improve reading skills for students with reading difficulties. Thus, many literature reviews and meta-analyses have investigated the effectiveness of this type of intervention; however, constant changes in the technology field make it important to review the most recent studies and how these studies were implemented to improve reading skills for students who performed below their peers. This literature review synthesizes the most recent published studies on technology-based interventions for children with reading difficulties. Forty-five research-based studies published from 2010 to 2020 were reviewed and synthesized. The studies were categorized by the five reading skills as reported by the National Reading Panel (National Reading Panel, Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction, National Institute of Child Health and Human Development, Washington, DC, 2000). Descriptions of the studies’ characteristics and interventions as well as an analytical review were provided. The majority of technology-based interventions targeted fluency skills and used computer programs, while vocabulary skills and tablet-based interventions were the least-targeted skills and tools. Most of the studies introduced intervention as independent practice, then as small groups, and then as one-to-one interventions.