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Research

Introduction

Reading A-Z pays close attention to the National Reading Panel's recommendations and other research findings when developing its reading resources. The student and teacher resources on the Reading A-Z Web site have been developed to reflect the instructional practices and reading strategies that are best supported by research findings from a wide variety of sources. The resources also correspond to the findings of the Put Reading First federal initiative.

In 2000, the National Reading Panel published its research-based findings on the reading strategies and instructional practices that demonstrated the best results for reading achievement in developing readers. The panel reviewed more than 100,000 reading studies, and from those, analyzed several hundred key studies that met its criteria for sound scientific research. The results are organized around five key areas of reading instruction--phonemic awareness, phonics, fluency, vocabulary, and comprehension.

The findings are intended to help educators and publishers understand and address the best methods of instruction and develop the most effective instructional resources. The hopeful outcome is improved reading performance on the part of all children.

This document addresses each of the five areas of reading instruction identified by the National Reading Panel. It identifies specific Reading A-Z resources designed to support effective instruction. It also covers other areas cited by research that fall outside the parameters of the five key areas.


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Providing Differentiated Reading Instruction to Meet the Individual Needs of Students
By Adria F. Klein