This month, the Institute of Education Sciences, the research arm of the U.S. Department of Education, released a report that describes what has been learned regarding the improvement of reading outcomes for children with or at-risk for reading disabilities.
The report stressed that preventing reading difficulties early in a child’s school career has potential long-term benefits to the individual as well as society. The document describes contributions to the knowledge base produced by IES-funded research that focuses on four crucial subjects:
- Assessment: What have we learned about effective identification and assessment of students who have or are at risk for reading difficulties or disabilities?
- Basic Cognitive and Linguistic Processes: What are the basic cognitive and linguistic processes that support successful reading and how can these skills be improved for students who have or who are at risk for reading disabilities?
- Intervention: How do we make reading instruction more effective for students who have or are at risk for developing reading disabilities? How do we teach reading to students with low incidence disabilities?
- Professional Development: How do we bring research-based instructional practices to the classroom?