Scholastic Teaching Resources

Literacy Research

    • Policy Monitor

    U.S. Dept of Ed Calls for Strong Home/School Connection

    Nell K. Duke by Nell K. Duke
    University of Michigan
    November 20, 2014

    The U.S. Department of Education launched an initiative to strengthen family and community engagement practices in U.S. schools.

    • Scintillating Studies

    Hidden Strengths of Emerging Bilingual Readers

    In a recent study, children who appeared to have minimal comprehension of English texts when they were required to discuss these texts in English, revealed rich comprehension when they were allowed to talk about the texts using their native Spanish.
    • Ask a Researcher

    Should we be teaching 100 sight words to kindergartners?

    Research shows that drilling sight words with kindergartners is not nearly as successful as teaching them in text, particularly rhyming text.
    • Ask a Researcher

    What is Your Advice for Getting the School Year Off to a Good Start?

    The beginning of the school year is an exciting time, however, the first few days of school involve more than just fun icebreakers and syllabi creation.
    • Research & Practice, Our Take

    Response to NCTQ's 2014 Teacher Education Report


    by Peter Afflerbach, Annemarie Sullivan Palinscar, Virginia Goatley, and P. David Pearson
    June 25, 2014

    The National Council on Teacher Quality (NCTQ) issued its second review of teacher preparation programs June 17. We see little in the 2014 report to change our stance from last year regarding their efforts to assess the quality of teacher education for literacy instruction.

    • Research & Practice, Our Take

    Underreacting to Struggling English Language Learners: The Problem With Delaying Intervention in the Early Years

    Nonie Lesaux Joan G. Kelley by Nonie Lesaux and Joan G. Kelley
    Harvard Graduate School of Education
    June 4, 2014

    We make a mistake when we spend much time wrestling with whether to remediate or not, or when we decide that reading will come along when English language proficiency does.

    • Research & Practice, Our Take

    Priorities for Literacy Policy and Practice: Insights from the IRA Literacy Research Panel

    Peter Johnston Nell Duke by Peter Johnston, University at Albany, SUNY
    and Nell Duke, University of Michigan
    May 28, 2014

    This article includes questions, answers, and additional resources from the IRA 2014 conference session with nine members of the International Reading Association Literacy Research Panel.

    • Ask a Researcher

    What's Really Wrong With Round Robin Reading?

    Melanie R. Kuhn by Melanie R. Kuhn
    Boston University
    May 7, 2014

    Key here is the fact that each student is responsible for reading only a very brief portion of the text—as little as a few sentences and, at a maximum, a few paragraphs. As a result, they have minimal opportunity to improve either their fluency or their word recognition.

    • Research & Practice, Our Take

    Literacy Research at the IRA 59th Annual Conference

    Nell DukeP. David Pearsonby Nell Duke, University of Michigan
    and P. David Pearson, University of California, Berkeley
    May 6, 2014

    Each day of the Conference includes sessions specifically focused on literacy research, and a review of the Conference program reveals many additional sessions with a strong research base.

    • Scintillating Studies

    Limitations of Broad Phonics Generalizations: When Two Vowels Go Walking, the First One Doesn’t Necessarily Do the Talking!

    Nell K. Duke by Nell K. Duke
    University of Michigan
    April 16, 2014

    Periodically, I still hear students told that, “When two vowels go walking, the first one does the talking.” The problem is, this generalization actually holds true less than half the time.

IRA Resource Catalog