PT  - JOURNAL ARTICLE
AU  - PRESSLEY, MICHAEL
AU  - DUKE, NELL
AU  - BOLING, ERICA
TI  - The Educational Science and Scientifically Based Instruction We Need: Lessons from Reading Research and Policymaking
AID  - 10.17763/haer.74.1.5445104446530382
DP  - 2004 Apr 01
TA  - Harvard Educational Review
PG  - 30--61
VI  - 74
IP  - 1
4099  - http://harvardeducationalreview.org/content/74/1/30.short
4100  - http://harvardeducationalreview.org/content/74/1/30.full
SO  - herp2004 Apr 01; 74
AB  - In this article, Michael Pressley, Nell Duke, and Erica Boling discuss the impact various scientific approaches have on early reading instruction research. The authors call for a second generation of scientifically based reading instruction that goes beyond the experimental, quasi-experimental, correlations, and qualitative designs currently informing public policy. The authors argue that the federal government's position on what constitutes "scientific research" embraces only a narrow range of potentially effective instruction. If this definition is expanded, educational policy, including for early reading instruction, can be much more successful.