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

• The NICHD Learning Disabilities Innovation Hubs (LD Hubs) were initiated in 2012 for the study of the causes, symptoms, and treatments of learning disabilities that affect reading, writing, and mathematics. Their focus is on understudied research topics and studies of those diagnosed and at risk for such disabilities. Outcomes of LD Hub research were recently presented at the Intersection of Math and Reading Disabilities Workshop and are summarized in a special issue of the Journal of Learning Disabilities (November/December 2013). 
• NICHD’s Learning Disabilities Research Centers (LDRC) Consortium was established in 1989 to develop knowledge on the causes, origins, and developmental course of learning disabilities. The LDRC Consortium currently comprises four centers and supports both basic and translational studies to elucidate the cognitive linguistic, neurobiological, and genetic mechanisms of reading and writing.
• 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

• International Dyslexia Association (IDA) 
  IDA funds research on developmental dyslexia and on multisensory instruction in reading.
• Institute of Education Sciences
  The Institute, funded by the U.S. Department of Education, 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.
• NICHD Child Development and Behavior Branch (CDBB)
  CDBB 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 CDBB’s 2009 Report to the NACHHD Council.

For Educators

• Teaching Elementary School Students to Be Effective Writers (PDF - 5.0 MB)
  This 2012 educator’s practice guide was developed by the Institute of Education Sciences to offer specific, evidence-based recommendations for overcoming the challenges of teaching writing in elementary school.
• 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 - 412 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 
  This organization of literacy professionals 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.