Childhood Research


Research plays a central role in building our knowledge of literacy teaching and learning during the early elementary years.  A major initiative to identify quality reading instruction research began with the work of the National Reading Panel (NRP) between 1997 and 2000. The Panel examined the available research and identified 460 studies that met its criteria for research quality. The research has identified the instructional techniques, both new and traditional, that lead to observable, replicable, positive results as children work to become fluent, motivated readers.

Click here to review Institute publications based on the findings of the NRP report.