fewer than than 35 percent of fourth graders are proficient readers, No Child
Left Behind requires schools to use research-based reading programs:
"A primary focus of this law is the requirement that school districts and
individual schools use effective research-based reading remediation programs so
all children are reading at grade level by the end of third grade. The law authorizes
funds 'to provide assistance to State educational agencies and local educational
agencies in establishing reading programs for students in kindergarten through
grade 3 that are based on scientifically based reading research, to ensure that
every student can read at grade level or above no later than the end of grade
3.' (20 U.S.C.§ 6361)" (page 73, Wrightslaw:
No Child Left Behind)
These resources will help you to find training
and curricula that meet federal NCLB standards.
to Read l Research Based Instruction l Publications
l Research Resources
Children Succeed or Fail at Reading, Research from National Institute of Child
Health and Human Development’s Program in Learning Disabilities
Disabilities: Why Do Some Children Have Difficulty Learning to Read? What Can
Be Done About It? by G. Reid Lyon, Ph.D.
and Learning Disabilities, Position Paper of the Learning Disabilities Association
of America (approved June 1996, updated April 2001)
- Southwest Education Development Laboratory
Synthesis of Research on Reading from the National Institute of Child Health and
Human Development by Bonita Grossen, University of Oregon
Reading Difficulties and Reading Failure: Early Intervention and Prevention
Sue Heath responds to a student teacher's request for information
about research on teaching children; includes a comprehensive list of free publications,
articles, research - and a free video.
for Families on Evidence-Based Practices - Center for Effective Collaboration
Interventions in Autism: A Brief Analysis - Comparison of ABA/Lovaas,
TEACCH, PECS, Greenspan/Floor Time, Inclusion, and Social Stories; includes background,
goals, how implemented, advantages, concerns, errors to avoid, research that supports
use. (2 pages)
Works Clearinghouse - A central, independent source of scientific evidence
of what works in education (U.S. Department of Education)
forget to ask ERIC when you're doing research
on an educational topic. (ERIC is the acronym for the Educational
Resources Information Center) The includes descriptions of more than 1 million
educational materials, including research-based findings published in journals
about children with and without disabilities. Search
the ERIC database for research that interests you.
Reading Panel Reports Combination of Teaching Phonics, Word Sounds, Giving Feedback
on Oral Reading Most Effective Way to Teach Reading (NIH News Alert, 2000)
In 1997, Congress asked the Director of the NICHD, in consultation with the
Secretary of Education, to convene a national panel to assess the effectiveness
of different approaches used to teach children to read. For over two years, this
National Reading Panel (NRP) reviewed research-based knowledge on reading instruction.
The panel concluded that the most effective way to teach children to read is through
instruction that includes a combination of methods. Read
the full report presented at a hearing before the U.S. Senate Appropriations
Report of the National Reading Panel: Teaching Children to Read.
Recovery is Not Successful with its Targeted Student Population. An international
group of researchers who study reading interventions with struggling readers wrote
a letter to share their concerns about the effectiveness of Reading Recovery,
a program for struggling first graders.
Works in Special Education?
with Pete Wright: 'Kids are...Teaching-disabled' - The Atlanta Journal-Constitution
talked to Wright, who lives in Virginia, about teaching kids to read, how to keep
Individualized Education Program meetings from going sour and why parents shouldn't
resist standardized testing. (02/02/06)
How Can I Know if My Child's Teacher is Highly Qualified? "Do I have a right to know the qualifications of my child’s teachers? If the answer is “yes,” how long does the school have to provide me with this information?" The answer is “yes” if your child attends a school that receives Title I funding, and “maybe” if the school does not receive Title I funds.
IDEAs That Work: Research Connections
in Special Education - A publication reviewing OSEP-sponsored research on
topics in special education. Toolkit on Teaching and Assessing Students with Disabilities is available at Parent Materials.
database of discretionary projects supported by OSEP under IDEA. Nearly 1100
projects; find out what's being investigated in these projects.
database of more than 300 projects funded by NIDRR (National Institute on
Disability and Rehabilitation Research). If you want to know about disability,
rehabilitation, and promoting independence and employment for individuals with
disabilities, NARIC is the place to visit.
about the SEELS study,
a 5-year investigation of children, ages 6-12, who receive special education services.
Summary of the study.
SEELS Web site
Works in Early Intervention?
study, in which more than 3,338 children with disabilities or at risk for
disabilities and their families are followed through early intervention and early
elementary school. Visit the NEILS site
to see what SRI is finding.
Works in Transition?
Longitudinal Transition Study-2 (NLTS2). This study will follow a national
sample of students as they move into adult roles over the next few years. Read
about the study and results. Read
a synopsis of the study from the National Center on Secondary Education and
"What Works Transition
Research Synthesis Project" is designed to tell us precisely that. This
project will review and synthesize 20 years of research about transition for youth
with disabilities, and publish results and syntheses. Approximately every three
months, they will also publish a "What Works Data Brief" through the
National Center on Secondary Education and Transition (NCSET). Read
about the study
to Practice Briefs to Improve Secondary Education and Transition Services
- National Center on Secondary Education and Transition (NCSET).
Reading IS Rocket Science, What Expert Teachers Should Know and Be Able to Do
from the American Federation of Teachers.
Reading First - The Research Building Blocks for Teaching Children to Read - Makes evidence-based reading research available to educators, parents, policy-makers,
and others who want to help all people learn to read well.
Identifying and Implementing Educational Practices Supported by Rigorous
Evidence. Published by the Institute of Education Sciences (IES), U. S. Department
of Education, this is a "user-friendly" guide is written for educators
who want to improve educational outcomes. Describes the randomized control trial
and why it is essential in establishing effectiveness. Learn how to evaluate whether
an intervention is backed by "strong" evidence or "possible"
evidence. Includes factors to consider when implementing evidence-based interventions
in schools. Where to find evidence-based interventions, checklist to use in evaluating
Research and Reason in Education: How Teachers Can Use Scientifically Based Research
to Make Curricular and Instructional Decisions from the Partnership for Reading
Research in Education from the National Academies Press, 2003.
and Using Education Statistics: It's Easier (and More Important) Than You Think
from the Educational Research Service (2003). Order by calling 1.800.791.9308,
or order online at www.ers.org
People Learn: Bridging Research and Practice from the National Academies Press
Matters: Randomized Trials in Education Research from the Brookings Institution
Handbook of Research on Teaching
(4th Edition) from the American Educational Research Association, 2001. Order
by calling 1.800.628.4094 or order
Educational Research Association (AERA)
of the Council for Exceptional Children
of Educational Research
No Child Left Behind
No Child Left Behind (ISBN: 978-1-892320-12-4) by Peter
W. D. Wright, Pamela Darr Wright and Suzanne Whitney Heath includes:
text of the No Child Left Behind Act
Analysis, Interpretation & Commentary
Advocacy Strategies, Tips & Sample Letters
No Child Left Behind CD-ROM of Publications & Resources
what the law says about -
Scientifically Based Reading Instruction
Proficiency Testing in Reading, Math, Science
Free Tutoring, Summer School, After-School Programs
Transfers from Failing Schools and School Choice
Qualifications for Teachers and Paraprofessionals
Bonus Pay, Stipends, Scholarships for Teachers and Principals
Teacher Liability Protection
The Wrightslaw: No Child
Left Behind CD-ROM includes the full text of the NCLB statute with overviews
and commentary, NCLB regulations, dozens of guidance publications from the U.
S. Department of Education and other references and resources. (contents