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The National Reading Panel Report (USA)

In 1997, Congress asked for a national panel to assess the effectiveness of different approaches used to teach children...
In 1997, Congress asked for a national panel to assess the effectiveness of different approaches used to teach children to read. For over two years, the NRP reviewed research-based knowledge on reading instruction. The panel determined that effective reading...
In 1997, Congress asked for a national panel to assess the effectiveness of different approaches used to teach children to read. For over two years, the NRP reviewed research-based knowledge on reading instruction. The panel determined that effective reading instruction includes teaching children to break apart and manipulate the sounds in words (phonemic awareness), teaching them that these sounds are represented by letters that can be blended together to form words (phonics), having them practice what they’ve learned by reading aloud with guidance and feedback (guided oral reading) and teaching them to apply strategies to guide and improve reading comprehension.
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Reference:

National Reading Panel (U.S.) & National Institute of Child Health and Human Development (U.S.). (2000). Report of the National Reading Panel: Teaching children to read : an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development.

Independent Review of the Teaching of Early Reading (UK) – The Rose Report

In 2006 Sir Jim Rose completed his independent review of the teaching of early reading. The review report provided...
In 2006 Sir Jim Rose completed his independent review of the teaching of early reading. The review report provided clear recommendations on what constitutes 'high quality phonics work'. These recommendations were also summarised in the Core Position Paper 'Phonics...
In 2006 Sir Jim Rose completed his independent review of the teaching of early reading. The review report provided clear recommendations on what constitutes 'high quality phonics work'. These recommendations were also summarised in the Core Position Paper 'Phonics and early reading: an overview for head teachers, literacy leaders and teachers in schools, and managers and practitioners in Early Years settings'. All principles underpinning these recommendations have been incorporated into the revised Primary Framework for literacy and the new Early Years Foundation Stage. UK Independent Review of the Teaching of Early Reading, 2006 (“the Rose Report”)
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National Inquiry into the Teaching of Literacy (Australia) – The Rowe Report

Published:  December, 2005 On 30 November 2004 the then Minister for Education, Science and Training, the Hon Dr Brendan Nelson...
Published:  December, 2005 On 30 November 2004 the then Minister for Education, Science and Training, the Hon Dr Brendan Nelson MP, announced details about the Australian Government National Inquiry into the Teaching of Literacy. The Inquiry was a broad, independent...
Published:  December, 2005 On 30 November 2004 the then Minister for Education, Science and Training, the Hon Dr Brendan Nelson MP, announced details about the Australian Government National Inquiry into the Teaching of Literacy. The Inquiry was a broad, independent examination of reading research, teacher preparation and practices for the teaching of literacy, particularly reading.
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Reference:

Ken Rowe

Teaching reading is rocket science. What expert teachers of reading should know and be able to do

This report is an update to the original Teaching Reading Is Rocket Science published over 20 years ago. It...
This report is an update to the original Teaching Reading Is Rocket Science published over 20 years ago. It is acknowledged that, although some progress has been made in teaching reading effectively, too few at-risk, disadvantaged, and minority students...
This report is an update to the original Teaching Reading Is Rocket Science published over 20 years ago. It is acknowledged that, although some progress has been made in teaching reading effectively, too few at-risk, disadvantaged, and minority students become proficient readers. The report outlines the knowledge that undergirds successful reading instruction and concludes with recommendations for the professional preparation of all teachers of reading.
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Reference:

Moats, L. C. (2020). Teaching Reading Is Rocket Science What Expert Teachers of Reading Should Know and Be Able to Do. American Educator, 44(2), 4–.

Phonics training for English-speaking poor readers

The reading skills of 16% of children fall below the mean range for their age, and 5% of children...
The reading skills of 16% of children fall below the mean range for their age, and 5% of children have significant and severe reading problems. Phonics training is one of the most common reading treatments used with poor readers,...
The reading skills of 16% of children fall below the mean range for their age, and 5% of children have significant and severe reading problems. Phonics training is one of the most common reading treatments used with poor readers, particularly children. Objectives: To measure the effect of phonics training and explore the impact of various factors, such as training duration and training group size, that might moderate the effect of phonics training on literacy-related skills in English-speaking poor readers. Search methods: We searched CENTRAL, MEDLINE, Embase, 12 other databases, and three trials registers up to May 2018. We also searched reference lists of included studies and contacted experts in the field to identify additional studies.
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Reference:

McArthur, G., Eve, P. M., Jones, K., Banales, E., Kohnen, S., Anandakumar, T., Larsen, L., Marinus, E., Wang, H. C., & Castles, A. (2012). Phonics training for English-speaking poor readers. The Cochrane database of systematic reviews, 12, CD009115. https://doi.org/10.1002/14651858.CD009115.pub2

Acquired and developmental disorders of reading and spelling

Two cases of acquired spelling dyslexia and one case of developmental spelling dyslexia are described along with accounts of...
Two cases of acquired spelling dyslexia and one case of developmental spelling dyslexia are described along with accounts of their performance on various psycholinguistic tasks. It is argued that there is some evidence that spelling dyslexia may exist in...
Two cases of acquired spelling dyslexia and one case of developmental spelling dyslexia are described along with accounts of their performance on various psycholinguistic tasks. It is argued that there is some evidence that spelling dyslexia may exist in developmental form but that parallels are difficult to draw because of the very different histories of child and adult cases. It is also suggested that features of surface dyslexia exist in at least a proportion of spelling dyslexic cases and that this may be influenced by level of premorbid reading skill.
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Reference:

Coltheart, M., & Kohnen, S. (2012). Acquired and Developmental Disorders of Reading and Spelling. In The Handbook of the Neuropsychology of Language (pp. 892–920). Wiley‐Blackwell. https://doi.org/10.1002/9781118432501.ch43

At a loss for words: How a flawed idea is teaching millions of kids to be poor readers

For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists...
For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.
For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.
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Reference:

Hanford, E. (2019). At a loss for words: How a flawed idea is teaching millions of kids to be poor readers. APM Reports

Ending the Reading Wars: Reading Acquisition From Novice to Expert

This paper provides a review of the science of learning to read, spanning from children’s earliest alphabetic skills through...
This paper provides a review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. The authors explain why phonics instruction is...
This paper provides a review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. The authors explain why phonics instruction is so central to learning in a writing system such as English. This comprehensive review gives practitioners the tools to make informed decisions about how to translate the psychological science of reading into classroom practices. The authors call for an end to the reading wars so that the translation of scientific findings can make its way into policies and practices.
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Reference:

Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271

Read About It: Scientific Evidence for Effective Teaching of Reading

Kerry Hempenstall outlines the five essential and interdependent components of effective, evidence-based reading instruction — the five ‘keys’ to...
Kerry Hempenstall outlines the five essential and interdependent components of effective, evidence-based reading instruction — the five ‘keys’ to reading.
Kerry Hempenstall outlines the five essential and interdependent components of effective, evidence-based reading instruction — the five ‘keys’ to reading.
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Reference:

Hempenstall, K. & Buckingham, J. (2016). Read about it : Scientific evidence for effective teaching of reading. St Leonards, NSW: The Centre for Independent Studies Limited