Home environment: The National Reading Panel (NRP) was established by the US Congress in 1997 to assess the effectiveness of different approaches to reading instruction. The NRP found that children who are read to regularly and who have access to a variety of books at home develop stronger reading skills than those who do not. They also found that parents and caregivers can help children develop phonological awareness and other reading-related skills by engaging in activities such as reading aloud, playing word games, and singing songs.
Phonological awareness: Dr. Linnea Ehri is a renowned researcher in the field of reading instruction, particularly in the area of phonological awareness. Her research has shown that phonological awareness is a key predictor of reading success and that it is essential for children to develop this skill before they can learn to read. She has also found that explicit instruction in phonological awareness can improve reading skills in both young children and struggling readers.
Comprehension: Dr. P. David Pearson is a leading expert in reading comprehension and has conducted extensive research on effective strategies for teaching comprehension. His research has shown that teaching students to use comprehension strategies such as summarizing, predicting, and questioning can improve their understanding of texts. He has also found that providing students with ample opportunities to read a variety of texts can help them develop stronger comprehension skills.
Motivation: Dr. Richard L. Allington is a prominent researcher in the field of literacy education, particularly in the area of motivation. His research has shown that students who are motivated to read and who have access to interesting and engaging materials are more likely to develop strong reading skills. He has also found that providing students with choice in their reading materials and activities can help promote motivation.
Learning disabilities: Dr. Sally Shaywitz is a renowned researcher in the field of dyslexia and reading disabilities. Her research has shown that dyslexia is a specific learning disability that affects reading and can make it difficult for students to decode words, read fluently, and comprehend texts. She has also found that early intervention and appropriate support can help students with dyslexia develop strong reading skills and succeed academically.
By understanding the research and expertise of these experts, parents, caregivers, and teachers can better support struggling learners and promote reading success.