Research on Reading for Kids
Emergent Literacy: Curricular and Instructional Implications for Diverse Learners
Barbara K. Gunn, Deborah C. Simmons, Edward J. Kameenui
In this review of the emergent literacy literature, we identified areas of emerging evidence that have instructional implications for teaching beginning reading to students with diverse literacy experiences and learning needs. We attempt to connect research and practice by responding to two focal questions: (a) What are the research-based "big ideas," or instructional priorities, for emergent literacy? and, (b) For those instructional priorities, what is the existing research evidence regarding curriculum design?
No Child Left Behind: A Parents Guide
The guide provides parents and caregivers information on the No Child Left Behind Act and what it means for their children. Another link on this page takes the reader to "Ten Facts Every Parent Should Know About the No Child Left Behind Act". The Parents Guide and the Ten Facts are both available in Spanish.
No Child Left Behind: A Toolkit for Teachers
Teachers can find the "Took Kit for Teachers" and information on data driven decision making at this site.
The Partnership for Reading: Early Childhood Resources
Practitioners who teach in the Early Childhood Education component of Family Literacy Programs will find research based resources for their own use and to share with parents.
The Partnership for Reading: Research Database
The Partnership for reading has assembled a database containing abstracts of high quality reading research on children. The database can be searched by topic, author or keyword.
Teaching Children to Read: Report of the National Reading Panel
This comprehensive report explains the methodology and scientific research used by the National Reading Panel (NRP) in its effort to assess the best ways to teach children to read.