This publication summarizes the report of the National Early Literacy Panel and examines the implications of instructional practices used with children and addresses issues of instructional practices for young children so that parents and teachers can better support emerging literacy skills. The National Early Literacy Panel was supported by the National Institute for Literacy, the NICHD, the U.S. Department of Education, and the Office of Head Start to examine the implications of instructional practices used with children from birth through age 5 years. The information in this report was accurate at the time it was published, but it is not being updated. The publication is provided for historical purposes only.

This publication is the full report of the National Early Literacy Panel and examines the implications of instructional practices used with children and addresses issues of instructional practices for young children so that parents and teachers can better support emerging literacy skills. The National Early Literacy Panel was supported by the National Institute for Literacy, the NICHD, the U.S. Department of Education, and the Office of Head Start to examine the implications of instructional practices used with children from birth through age 5 years. The information in this report was accurate at the time it was published, but it is not being updated. The publication is provided for historical purposes only.

This 1-page handout lists NICHD extramural branches and centers that fund neuroscience research, describes areas of research each supports, and provides contact information.

This scientific report summarizes some of the current literature on adolescent literacy research and practice. The report was produced for an interagency working group, composed of representatives from the National Institute for Literacy, the U.S. Department of Education's Office of Adult and Vocational Education, and the NICHD. The NICHD can provide this item online only at this time. The information in this report was current at the date of publication, but has not been updated. The document is provided for historical purposes only.

This publication, adapted from the research article "How Teachers Can Use Scientifically Based Research to Make Curricular and Instructional Decisions", was created for the National Institute for Literacy (NIFL) as part of the Partnership for Reading. This item explains how teachers can become more effective at using their skills to recognize scientifically based practice and to draw conclusions on their own. The Partnership for Reading, which included the NICHD, NIFL, and the U.S. Department of Education, aimed to to distribute evidence-based reading research information to those who can benefit the most from it. The information in this report was current at the date of publication, but has not been updated. The document is provided for historical purposes only.