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NJPEP Home > Classroom Support > Reading Research - Pre-K Through Grade 8

Research-Based Articles and Reports

Early Reading
Developing and Supporting Literacy-Rich Environments for Children This NGA report reviews early reading research and makes policy recommendations for supporting literacy-rich environments for children.
Effective Early Reading Instruction A summary of research-based strategies for early reading instruction.
Improving the Reading Achievement of America's Children: 10 Research-Based Principles Classroom environments, instruction, preschool programs, home language and literacy experiences are some of the areas mentioned in this CIERA article.

Why Reading Is Not a Natural Process

 In this Educational Leadership article, Dr. G. Reid Lyon concludes from research that reading is a language-based activity that does not develop naturally, and for many children, specific decoding, word-recognition, and reading comprehension skills must be taught directly and systematically.

Is Phonics a Worthwhile Component of Beginning Reading Instruction?

 Article by Marilyn Adams gives the rationale behind a report she wrote on the role of phonics instruction in beginning reading. She identifies the characteristics of skillful and poor readers and more.
Reading: Middle School
Opportunities and Accountability to Leave No Child Behind in the Middle Grades: An Examination of the No Child Left Behind Act of 2001 This Edna McConnell Clark Foundation report focuses on the opportunities and challenges that middle schools will be facing, in light of this new legislation, to improve the learning environment for their students.
Teaching Readers Who Struggle: A Pragmatic Middle School Framework This article suggests a pragmatic framework for reading instruction that attends to the needs of learners aged 11 to 14 years who struggle.