Reading and Reading Disorders: For Researchers and Educators

Visit the Learning Disabilities and Disorders A-Z page for more resources that are relevant to professionals who work with any type of learning disability.

For Researchers

Reports

• Project Update: New Network on Adolescent Literacy (2004)
  The NICHD co-sponsored a series of workshops in 2002 that focused on the important but under-researched area of adolescent literacy. This document describes a series of workshops in 2002 that focused on adolescent literacy and includes the published research solicitation that encompasses all components of reading and interventions in grades 4 through 12.
• Adult and Family Literacy: Current Research and Future Directions—A Workshop Summary (2004)
  This summary report describes the findings of a panel of experts, convened by the NICHD, who assessed the current state of knowledge about effective approaches to improving the literacy skills of low-literate adults and about the role of family literacy services in providing parents with the knowledge and skills they need to support their children’s literacy development as well as their own.
• Emergent and Early Literacy Workshop: Current Status and Research Directions (2000)
  This workshop report discusses the gaps in current knowledge in early literacy and informs the national direction of literacy research and practice.
• Report of the National Reading Panel: Teaching Children to Read
  This 33­page scientific report summarizes the findings of the National Reading Panel, an independent panel formed by Congress and led by the NICHD to evaluate evidence-based reading research in an effort to understand the best ways to teach reading.
• Report of the National Reading Panel: Teaching Children to Read: Reports of the Subgroups (2000)
  This report explains the methodology and scientific research used by the National Reading Panel and includes an executive summary, subgroups’ methods, and detailed explanations of research methodology and the results.

Research Funding

• The International Dyslexia Association (IDA) funds research on developmental dyslexia and on multisensory instruction in reading.
• The U.S. Department of Education—funded Institute of Education Sciences funds research projects that contribute to school readiness and improved academic achievement for all students, and particularly for those whose education prospects are hindered by reading disabilities and other challenges.
• The NICHD Child Development and Behavior Branch develops scientific initiatives and supports research and research training relevant to the psychological, psychobiological, language, behavioral, and educational development of children, including reading and reading disorders.
  • Read the CDB Branch’s 2009 Report to the NACHHD Council.

For Educators

• Put Reading First: The Research Building Blocks for Teaching Children to Read. This booklet, which is based on the findings of the National Reading Panel, describes the findings of the National Reading Panel, provides analysis and discussion of reading instruction, and suggests implications for the classroom.
• Knowledge and Practice Standards for Teachers of Reading (PDF - 343 KB). This document, from the International Dyslexia Association, specifies necessary knowledge and skills for teachers of reading and guidelines for additional skills necessary for teaching students with reading disorders.
• IDA Fact Sheets on Dyslexia and Related Language-Based Learning Disabilities. This page of resources from the International Dyslexia Association includes a section with resources for educators who work with children who have reading disorders.
• Improving Reading Comprehension in Kindergarten Through 3rd Grade. This practice guide, by the What Works Clearinghouse of the Institute for Education Sciences, U.S. Department of Education, recommends methods for teachers, reading coaches, and principals to improve reading comprehension in young readers.
• Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades. This guide, by the What Works Clearinghouse, offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement.
• Framework for Informed Reading and Language Instruction: Matrix of Multisensory Structured Language Programs (PDF - 253 KB). This comparison matrix of multisensory, structured language programs, prepared by the IDA, compares various approaches that are widely used throughout the United States to teach children with reading disorders.
• International Reading Association is an organization of literacy professionals. It provides a variety of resources for teachers, including lesson plans and professional development resources.

Please note: Links to organizations and information included on this page do not indicate endorsement from the NICHD, NIH, or HHS.