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Original Articles

The Science of Reading and Its Educational Implications

Pages 331-360 | Published online: 26 Aug 2013

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (9)

Belden Liswaniso. (2023) Teachers’ and principals’ perceptions of reading: Can they perpetuate inequalities in reading?. Southern African Linguistics and Applied Language Studies 0:0, pages 1-15.
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Nikole D. Patson, Nathan Baker, Sumurye Awani, Nicholas Bednar & Laura Wagner. (2023) Using Language Science to Promote Interest in Science in a Science Museum. Visitor Studies 0:0, pages 1-20.
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H. Miray Sümer Dodur & Özlem Altindağ Kumaş. (2021) Knowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkey. European Journal of Special Needs Education 36:4, pages 593-609.
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George Ellis & Carole Bloch. (2021) Neuroscience and literacy: an integrative view. Transactions of the Royal Society of South Africa 76:2, pages 157-188.
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David L. Share & Peter T. Daniels. (2016) Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research 8:1, pages 17-31.
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Margaret J. Snowling & Charles Hulme. (2014) Closing a Virtuous Circle: Reciprocal Influences Between Theory and Practice in Studies of Reading Intervention. Journal of Research on Educational Effectiveness 7:3, pages 300-306.
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Articles from other publishers (35)

Luisa Araújo & Patrícia Costa. 2023. Global Variation in Literacy Development. Global Variation in Literacy Development 90 117 .
Ana Luiza Navas. 2023. Global Variation in Literacy Development. Global Variation in Literacy Development 56 69 .
Belden Liswaniso. (2023) ‘Failing to progress’ or not being supported to make progress? Examining variability in reading. South African Journal of Childhood Education 13:1.
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Ramona T. Pittman, Heesun Chang, Amanda Lindner, Emily Binks-Cantrell & Malt Joshi. (2023) What do classroom teachers of varying backgrounds know about English spelling?. Annals of Dyslexia.
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Almudena Giménez, Auxiliadora Sánchez, Amanda Flores & Juan L. Luque. (2023) Teachers’ Opinions about the Teaching of Reading in Spain. Psicología Educativa 29:1, pages 65-73.
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Xiangqun Ju, Lisa M. Jamieson, Gloria C. Mejia & Murthy N. Mittinty. (2021) Effect of oral health literacy on self‐reported tooth loss: A multiple mediation analysis. Community Dentistry and Oral Epidemiology 50:5, pages 445-452.
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Andrew L. Wiley, BeckyAnn Harker & Tricia McCollum. 2022. Revitalizing Special Education. Revitalizing Special Education 121 141 .
Erin K. Washburn, Kathryn Bailey, Abby Pierce, Cathleen Stewart, JoAnn Hawley, Jennifer Blackman & Nicole Fenty. (2022) Collaborative professional development on data‐based decision making for primary teachers of struggling readers: Responding and refining. Journal of Research in Reading 45:3, pages 425-446.
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Aigul Akhmetova, Gaysha Imambayeva & Benő Csapó. (2022) A study of reading attitude and reading achievement among young learners in middle school. Heliyon 8:7, pages e09946.
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Patricia F. Vadasy & Elizabeth A. Sanders. (2021) Introducing phonics to learners who struggle: content and embedded cognitive elements. Reading and Writing 34:8, pages 2059-2080.
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Gholnecsar E. Muhammad, Nickolaus A. Ortiz & Mary L. Neville. (2021) A Historically Responsive Literacy Model for Reading and Mathematics. The Reading Teacher 75:1, pages 73-81.
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Margaret J. Snowling & Charles Hulme. (2020) Annual Research Review: Reading disorders revisited – the critical importance of oral language. Journal of Child Psychology and Psychiatry 62:5, pages 635-653.
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Theresa A. Roberts. (2021) Learning Letters: Evidence and Questions From a Science‐of‐Reading Perspective. Reading Research Quarterly 56:S1.
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Alida Anderson. (2021) Advancing School Professionals’ Dyslexia Knowledge Through Neuroscience: Bridging the Science-Education Gap Through Developmental Psychology. Frontiers in Education 5.
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Patricia F. Vadasy & Elizabeth A. Sanders. (2020) Introducing grapheme-phoneme correspondences (GPCs): exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills. Reading and Writing 34:1, pages 109-138.
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Marta Ferrero, Emmanouil Konstantinidis & Miguel A. Vadillo. (2020) An Attempt to Correct Erroneous Ideas Among Teacher Education Students: The Effectiveness of Refutation Texts. Frontiers in Psychology 11.
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Theresa A. Roberts, Patricia F. Vadasy & Elizabeth A. Sanders. (2019) Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter?. Reading Research Quarterly 55:4, pages 573-600.
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Margaret Vaughn, Seth A. Parsons & Dixie Massey. (2020) Aligning the Science of Reading With Adaptive Teaching. Reading Research Quarterly 55:S1.
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Timothy Shanahan. (2020) What Constitutes a Science of Reading Instruction?. Reading Research Quarterly 55:S1.
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Patricia A. Alexander. (2020) What Research Has Revealed About Readers’ Struggles With Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate. Reading Research Quarterly 55:S1.
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Wesley A. Hoover & William E. TunmerWesley A. Hoover & William E. Tunmer. 2020. The Cognitive Foundations of Reading and Its Acquisition. The Cognitive Foundations of Reading and Its Acquisition 199 240 .
Wesley A. Hoover & William E. TunmerWesley A. Hoover & William E. Tunmer. 2020. The Cognitive Foundations of Reading and Its Acquisition. The Cognitive Foundations of Reading and Its Acquisition 1 11 .
Richard L. Sparks. (2019) Why reading is a challenge for U.S. L2 learners: The impact of cognitive, ecological, and psychological factors in L2 comprehension. Foreign Language Annals 52:4, pages 727-743.
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Amy R Lederberg, Lee Branum-Martin, Mi-young Webb, Brenda Schick, Shirin Antia, Susan R Easterbrooks & Carol McDonald Connor. (2019) Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. The Journal of Deaf Studies and Deaf Education 24:4, pages 408-423.
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Theresa A. Roberts, Patricia F. Vadasy & Elizabeth A. Sanders. (2019) Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences. Reading Research Quarterly 54:3, pages 413-437.
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Janette Stothard, Kevin Woods & Allison Innoue. (2018) An exploration of practitioner educational psychologists’ understandings and practice in relation to dyslexia. Educational and Child Psychology 35:1, pages 13-26.
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Theresa A. Roberts, Patricia F. Vadasy & Elizabeth A. Sanders. (2018) Preschoolers’ alphabet learning: Letter name and sound instruction, cognitive processes, and English proficiency. Early Childhood Research Quarterly 44, pages 257-274.
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Chloë Marshall. (2017) Montessori education: a review of the evidence base. npj Science of Learning 2:1.
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Rosângela Gabriel. (2016) COMO O MILAGRE DA LEITURA É POSSÍVEL? INVESTIGANDO PROCESSOS BIOLÓGICOS E CULTURAIS DA EMERGÊNCIA DE SENTIDOS DURANTE A LEITURA. Linguagem em (Dis)curso 16:3, pages 603-616.
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Rosângela GABRIEL, Régine KOLINSKY & José MORAIS. (2016) O milagre da leitura: de sinais escritos a imagens imortais. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 32:4, pages 919-951.
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Anne Mangen & Lillian Balsvik. (2016) Pen or keyboard in beginning writing instruction? Some perspectives from embodied cognition. Trends in Neuroscience and Education 5:3, pages 99-106.
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Janina Kahn-Horwitz. (2016) Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition: a longitudinal perspective. Annals of Dyslexia 66:1, pages 147-170.
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Rebecca Treiman & Margo Bowman. (2015) Spelling in African American children: the case of final consonant devoicing. Reading and Writing 28:7, pages 1013-1028.
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Megan C. Brown, Daragh E. Sibley, Julie A. Washington, Timothy T. Rogers, Jan R. Edwards, Maryellen C. MacDonald & Mark S. Seidenberg. (2015) Impact of dialect use on a basic component of learning to read. Frontiers in Psychology 6.
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Emily Binks-Cantrell & R. Malatesha Joshi. 2015. Teaching at Work. Teaching at Work 29 48 .

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