The science of reading is a collection of the currently available reading research that explains positive results in reading performance. It is a compilation of studies published by peer-reviewed researchers; in other words, the research is conducted in a controlled setting and then reviewed by experts in the field for validity and accuracy before acceptance into a major research publication. It attempts to distinguish in the research literature between correlative (data simply showing a correlation that may or may not show effectiveness in a strategy) and causation (data showing that one specific strategy causes something to happen- in this case, improved reading performance by some metric determined by the researchers).
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The science of reading is a collection of the currently available reading research that explains positive results in reading performance. It is a compilation of studies published by peer-reviewed researchers; in other words, the research is conducted in a controlled setting and then reviewed by experts in the field for validity and accuracy before acceptance into a major research publication. It attempts to distinguish in the research literature between correlative (data simply showing a correlation that may or may not show effectiveness in a strategy) and causation (data showing that one specific strategy causes something to happen- in this case, improved reading performance by some metric determined by the researchers).
The post The “Big Five” Within the Science of Reading appeared first on Model Teaching. Lesson & Curriculum Planning, Reading/ELA Instruction, Teaching Strategies, ELA, Instructional Improvement, Lesson Planning, New Teachers, Reading, Vocabulary Model Teaching
