Advancing Literacy Through Science
30 Years in Search of the “Literate Brain”: Kenneth R. Pugh, PhD, Professor, University of Connecticut; Associate Professor, Yale University School of Medicine; Director of Research, Haskins Laboratories, presents research on speech, language, reading, and the brain.
World of Words Intervention Report: Preparing Young Children for School: This intervention report provides research findings regarding World of Words, a supplementary instructional program designed to help young children build vocabulary, develop concepts, and expand their science knowledge. The instructional program uses intentional conversations and shared readings of science-focused texts to support language and content learning. What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2023, August). World of Words. https://whatworks.ed.gov
The Reading Rope: Key Ideas Behind the Metaphor Presenter: Dr. Hollis S. Scarborough (Presentation): Dr. Scarborough developed the Rope Model to help explain the complexity of reading comprehension and published it in 2001. The model shows that skilled reading depends on the integration of two key components—language comprehension and word recognition—which are illustrated in the “Reading Rope” graphic. The document includes a brief Frequently Asked Questions section.
The Effects of Comprehensive and Coordinated Tier 1 Classroom Reading Instruction Implemented Within a Multi-Tiered System of Support (MTSS) Framework as Part of a State Reading Initiative: This study evaluated whether comprehensive, coordinated Tier 1 reading instruction improved early reading outcomes for K–3 students in four elementary schools across four districts participating in a state Multi-Tiered Systems of Support in Reading (MTSS-R) initiative. Results showed significantly higher reading outcomes after one year, with even greater gains after two years.
Haskins Global Literacy Hub: Explore the Haskins Global Literacy Hub, an international, interdisciplinary group that uses research from Haskins Laboratories to improve literacy outcomes worldwide.
Literacy Expert Louisa Moats, Ed. D.: Explore Dr. Moats’ presentations—watch, read, or listen whenever it’s convenient for you.
The Science of Reading: Defining Guide (The Reading League [TRL], 2022) provides a firm definition of what the science of reading is, what it is not, and how all stakeholders can understand its potential to transform reading instruction. Download a copy of the guide in English, Spanish, and French. What is the science of reading? The science of reading is derived from researchers from multiple fields:
- Cognitive Psychology
- Communication Sciences
- Developmental Psychology
- Education
- Implementation Science
- Linguistics
- Neuroscience
- School Psychology
Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do, June 1999, and Teaching Reading Is Rocket Science, 2020: What Expert Teachers of Reading Should Know and Be Able To Do: "Teaching Reading Is Rocket Science" emphasizes the complexity of teaching reading, the necessity of scientific research in literacy education, and the urgent need for effective teacher training and instructional practices.
University of Connecticut - Connecticut Partnership for Literacy Success: The goal of Connecticut’s Partnership for Literacy Success (formerly known as CK3LI) is to address the reading opportunity gap and support literacy success for all students. The Partnership is a unique eight-year collaboration among the Connecticut State Department of Education, the Black and Puerto Rican Caucus of the Connecticut General Assembly, the Neag School of Education at the University of Connecticut, the Connecticut Commission on Women, Children, and Seniors, HILL for Literacy, and Literacy How. Funded by the Connecticut State Department of Education, the Partnership’s team of expert reading coaches, trainers, and evaluators works directly with schools to implement Connecticut’s Literacy Model (CTLM) and advance the State Board of Education’s goals, priorities, and vision for improving student reading achievement statewide.
Reading Research Quarterly (International Literacy Association): Reading Research Quarterly is a leading global journal that publishes multidisciplinary research on literacy across all age groups. It features current studies, including their methods, results, findings, and implications for practice, as well as reports of original research, essays on emerging theoretical and methodological perspectives, comprehensive research syntheses, and scholarly analyses of trends and issues in the field. The journal also presents diverse viewpoints on literacy practices, teaching, and learning. Although full access requires a subscription, some articles are available as open access.
AIM Institute for Learning & Research - Researcher Conversations: Listen to interviews in which researchers discuss emerging areas of interest in literacy, share key insights about reading comprehension, and offer a call to action for the literacy community.