ScientificallyBased

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Scientifically-Based Reading Research
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Using SBRR to Guide Instruction

• In the Nevada Reading Academy, we will use
  scientifically-based reading research (SBRR) to
  ensure that all of Nevadas children become
  capable readers
• Children who are new to learning to read and
  write
• Young children (pre-kindergarten and
  kindergarten)
• Children who are English language learners (ELL)
• Children who are beginning to read and write
• Children who are experiencing difficulties
  learning to read and write

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SBRR Contributes to Our Understandings

• Answers questions about how children learn to
  read
• Provides insight about what methods work for
  different children
• Identifies what methods do not work

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NRP Criteria

• Applies rigorous, systematic, and objective
  procedures to obtain valid knowledge relevant to
  reading development, reading instruction, and
  reading difficulties

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NRP Criteria (cont.)

• 2. Employs systematic, empirical methods that
  draw on observation or experiment
• 3. Involves rigorous data analysis that are
  adequate to test the stated hypothesis and
  justify the general conclusions drawn

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NRP Criteria (cont.)

• 4. Relies on measurements or observational
  methods that provide valid data across evaluators
  and observers and across multiple measurements
  and observations
• 5. Has been accepted by a peer-reviewed journal
  or approved by a panel of independent experts
  through a comparably rigorous, objective, and
  scientific review

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Levels of Professional Journals

• Tier 1
• Reading Research Quarterly (RRQ)
• Journal of Literacy Research
• Research of Teaching English
• Tier 2
• Reading Teacher
• Language Arts
• Tier 3
• Instructor
• Mailbox

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• The evidence-based methodological
• standards adopted by the Panel are
• essentially those normally used in
• research studies of the efficacy of
• interventions in psychological and
• medical research. These include
• behaviorally based interventions,
• medications, and or medical procedures
• proposed in the fostering of robust health
• and psychological development and the
• prevention or treatment of disease.
• NRP, 2000

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• Preventing Reading Difficulties in Young Children
  (National Reading Council)
• What Research Has to Say About Reading
  Instruction (Farstrup Samuels Eds.)
• Teaching Children to Read An Evidence-Based
  Assessment of the Scientific Research Literature
  on Reading and Its Implications for Reading
  Instruction (National Reading Panel)
• Starting Out Right A Guide to Promoting
  Childrens Reading Success (National Research
  Council)
• Put Reading First The Research Building Blocks
  for Teaching Children to Read (National Institute
  for Literacy)

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• Few would argue that learning to read is the
  most important accomplishment of a childs early
  elementary school experience. Fortunately, by
  the time most children enter fourth grade, they
  have learned to read with sufficient
  comprehension and fluency to approach new
  material with confidence. For these children,
  learning to read and write follows a relatively
  predictable pattern.
• (Strickland, 2002, p. 69)

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Grade-Level Accomplishments

• Kindergarten (page 80)
• First Grade (page 81)
• Second Grade (page 82)
• Third Grade (page 83)

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Preventing Reading Difficulties in Young Children

• Executive Summary
• Everybody reads Pages 1-6
• What questions and/or comments do you have?

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Jigsaw Activity

• Page 6--Literacy instruction in First Through
  Third Grade
• Page 8--Promoting Literacy Development in
  Preschool and Kindergarten
• Page 9--Education and Professional Development
  for All Involved in Literacy Instruction
• Page 10--Teaching Reading to Speakers of Other
  Languages
• Page 11--Ensuring Adequate Resources to Meet
  Childrens Needs
• Page 12--Addressing the Needs of Children with
  Persistent Reading Difficulties

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Time to Reflect

• How does knowing this criteria help you to
  become a better consumer of educational research?