As teachers and leaders move forward in implementing the Common Core State Standards within classrooms across 46 states, it is essential to consider the question of what knowledge is included in the English Language Arts Standards, and what knowledge is not present. The authors of the Common Core delineate an increasingly complex body of knowledge…

Since Emmett Betts first devised a framework of independent, instructional, and frustration reading levels in the 1940s, these levels have played a large role in classroom assessment and instruction. It is important for teachers to have a deep understanding of the research that supports the reading level framework. This article identifies four key…

The Individuals With Disabilities Education Act (IDEA) of 2004 encourages schools to use interventions to ensure that students' literacy difficulties are not instructional problems before assuming a learning disability. The law frames these interventions in two ways: as a strategy for identifying students with learning disabilities--a measurement…

Points out some of the difficulties involved in carrying out reading research, emphasizing the importance of simplification. (ARH)

Discusses research methodology in general, and suggests ways of identifying what is and is not known in the field of reading. Points out that reading research has not yet investigated how adults and children read nonschool materials in nonschool settings. (ARH)

Examines two metaphors for reading research approaches: the "vertical grave metaphor" and the "architectural design metaphor." Claims that while "vertical grave" researchers only add to the body of knowledge by publishing articles, "architectural" researchers actually deal with real world problems. Notes…

Discusses several recent contributions to reading research and concludes that before changing teaching methods and programs, educators need to consider ends, decide what the ideal is, and develop criteria to achieve that ideal. (FL)

Discusses how the National Reading Panel (NRP) report has become the basis for the push for research-based reading instruction as well as the source of a great deal of controversy and debate. Summarizes the NRP report and responds to 10 myths that have arisen in the hopes of clarification. Concludes that it would be best if educators and…

Proposes a pyramid organization for constructing theories of reading. Discusses each category of the proposed organization: (1) readers and learners, (2) materials, (3) tasks, (4) situation organizers, and (5) settings. (FL)

Reports on a research project in which students read books considered to be funny by media specialists and rated them for their humor. Presents a list of the books read and the ratings provided for each by the students. (FL)

Inferential questions were found to elicit longer responses than factual questions, reflecting complexity and the use of higher cognitive processes. (MKM)

Presents eight ideas for classroom activities for improving reading comprehension, all of which are based on recent research findings. (FL)

Discusses the various phases of studies designed to determine the best ways to train readers and reading teachers to be "metacognitively aware." Concludes that these studies can be used to prove the superiority of any one technique over another. (FL)

Notes that the terms "interest" and "preference" are often used interchangeably in reading research. Points out that both the sources and uses of data are clearer when the differences in the two terms are emphasized. (FL)