The Laboratory for Student Success (LSS) at Temple University Center for Research in Human Development and Education (CRHDE) sponsored a National Invitational Conference on "Successful Reading Instruction" on November 12–13, 2001 in Washington, DC. This conference focused on how to translate important sets of research findings in reading and reading instruction into practice, and how best to implement what is known to make the most informed judgments in those cases where research offers less practical guidance.

In the past three years there have been three major efforts to review research related to reading. First, the National Research Council has produced Preventing Reading Difficulties. Second, the National Institute of Child Health and Human Development has produced a report from the National Reading Panel on reading instruction. Third, the Handbook of Reading Research, Volume III has been published this past year.

These reviews of research in reading have highlighted the progress that has been made in reading in recent years. Many research findings have converged to point out that real progress has been made in understanding how reading is acquired. However, despite this progress, there are still gaps in our knowledge.

A major difference exists among these three reviews with regard to the scope of the issues that were addressed. Preventing Reading Difficulties was specifically concerned with the issue of preventing children from failing to learn to read. That is, the focus was on what interventions were most important for children who might be at risk for failure. Therefore, it is most appropriate that a consensus was reached. The National Reading Panel Report reviewed the research on reading instruction, having been charged with determining what "works." The emphasis was on methods that have been researched and found to be effective for instruction of all students. In this case the review was most appropriately an evidence-driven synthesis. The Handbook undertook a much broader charge: To analyze the most important research areas since the publication of the previous Handbook in 1991. Because of the broad range of questions addressed in the Handbook, a combination of methods was appropriate. In producing the Handbook, we have had the luxury of getting to do it several times over a period of 20 years. Each volume represents a snapshot of reading research at a point in time.

As the basis for discussion at the LSS National Invitational Conference on "Successful Reading Instruction" and a follow-up volume of recommendations and next steps on how to translate important sets of research findings in reading and reading instruction into practice, LSS commissioned papers from a wide range of experts in the field, including Michael Kamil, Dorothy Strickland, Michael Pressley, Donna Alvermann, John Guthrie, Rebecca Barr, Gay Su Pinnell, and Karen Wixson. Topics included: professional development for reading teachers, motivation and engagement, and interventions for reading difficulties. The focus was to determine how best to implement what we know and to make the most informed judgments in those cases where research offers less guidance. An important criterion in selecting these topics was that they should have a high priority, either in terms of practice or policy. That is, the chosen areas needed to have great potential for making a substantial difference in reading instruction.Presentations at the conference, and those making the presentations, included:

"Plenary Session 1: Reading Research and Assessment"
Chair: Terry Salinger, American Institutes for Research.
Discussants: Carlos Martinez, Office of the Undersecretary, Planning and Evaluation Service; and Vinita Chhabra, Research Scientist, National Reading Panel.

Papers for Discussion:

• "Successful Uses of Computer Technology for Reading Instruction" – Helen S. Kim and Michael L. Kamil, Stanford University

• "How Can Children Be Taught to Comprehend Text Better?" – Michael Pressley and Katherine Hilden, University of Notre Dame

 

• "Interventions for Children Experiencing Early Reading Difficulties" – Rebecca Barr, National-Louis University

 

• "From Policy to Practice: Using Literacy Standards in Early Reading Instruction" – Deanna Birdyshaw, Ellen Pesko, Karen Wixson, and Nina Yochum, University of Michigan

"Plenary Session 2: Reading Instruction and Practice"
Chair: Barbara Kapinus, National Education Association.
Discussants: Ludwig David van Broekhuizen, PREL—Pacific Rim Educational Laboratory; Trudy Anderson, University of Idaho.

Papers for Discussion:

• "Improving Reading Achievement Through Professional Development" – Dorothy S. Strickland, Rutgers University

 

• "Reading in Discipline/Content Materials" – Donna Alvermann, University of Georgia

 

• "Engagement and Motivation in Reading Instruction" – John T. Guthrie, University of Maryland

 

• "Good First Teaching: Making the Critical Difference for All Students" – Gay Su Pinnell, Ohio State University

"Closing Session/Presentation of Work Group Recommendations"
– Herb Walberg
The papers and next-step recommendations from this conference are being made available online to attendees as the first step in the piloting of the LSS "Living Documents" section. Educators, policymakers, and others will be invited to make suggestions and comments in an ongoing dialogue concerning the educational issues covered by LSS conferences and papers.

download Living Documents Discussion Papers