This randomized pretest/posttest group study examined the impact of explicit instruction in decoding, comprehension, and fluency on the reading achievement of incarcerated students from facilities in a southwestern (SW) state, a southeastern (SE) state, and a mid-Atlantic (MA) state. Comparisons were made between instruction comprised of higher…

Looks at how "scientifically based" literacy research promoting the direct, explicit, and systematic use of phonics and related word skills in beginning reading instruction is having a massive effect on policy and practice. Examines what this research claims to have found and what it actually shows. Discusses how it harms research,…

Notes only a small number of widely-circulated studies are central to the idea that teachers should specifically teach phonemic awareness skills to young children. Shows that they selectively and misleadingly cite other studies out of context to support their argument and that their statistical procedures do not support their propositions. Offers…

Criticizes the "project" approach to reading instruction, where beginning reading students are supposed to learn the skills it takes to find out information for themselves by reading from sources. Points out that a large number of ill-defined skills which are not taught explicitly are required to sucessfully complete a project. (SKC)

This What Works Clearinghouse (WWC) topic report addresses reading interventions for students in grades K-3, including core reading curricula, programs, or products to be used as supplements to other reading instruction, programs that focus on staff development, and literacy software. The WWC review on beginning reading focuses on programs…