RT Journal Article
SR Electronic
T1 The Educational Science and Scientifically Based Instruction We Need: Lessons from Reading Research and Policymaking
JF Harvard Educational Review
JO herp
FD Harvard Educational Press
SP 30
OP 61
DO 10.17763/haer.74.1.5445104446530382
VO 74
IS 1
A1 PRESSLEY, MICHAEL
A1 DUKE, NELL
A1 BOLING, ERICA
YR 2004
UL http://harvardeducationalreview.org/content/74/1/30.abstract
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.