Improving Reading Outcomes for Students with or at Risk for Reading Disabilities - February 2014 - U.S. Department of Education Report

Oct 15, 2026

Improving Reading Outcomes for Students with or at Risk for Reading Disabilities synthesizes research on how to strengthen literacy for children who have reading disabilities or are at risk. Prepared for the National Center for Special Education Research under the Institute of Education Sciences, it summarizes findings from IES-funded work published through December 2011. The report includes required public-domain citation guidance, alternate format availability, and disclosure language regarding potential conflicts of interest, describing independent external peer review and panel expertise.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages108

Reading Time4 h 32 min

AccessFree to download

Report Overview

Public Domain and Citation

Alternate Formats

Disclosure of Potential Conflicts of Interest

Panel Expertise and Disclosures

Dr. Carol M. Connor

Dr. Paul A. Alberto

Dr. Rollanda E. O’Connor

Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers FEBRUARY 2014 Carol M. Connor (Chair) Arizona State University Paul A. Alberto Georgia State University Donald L. Compton Vanderbilt University Rollanda E. O’Connor University of California, Riverside NCSER 2014-3000 U.S. DEPARTMENT OF EDUCATION This report was prepared for the National Center for Special Education Research, Institute of Education Sciences under Contract ED-IES-12-D-0014 . Disclaimer The Institute of Education Sciences (IES) at the U.S. Department of Education contracted with National Capitol Contracting, LLC to develop a report that describes what has been learned regarding the improvement of reading outcomes for children with or at risk for reading disabilities through research funded by the Institute of Education Sciences (IES) National Center for Education Research and National Center for Special Education Research and published in peer-reviewed outlets through December 2011. The views expressed in this report are those of the authors and they do not necessarily represent the opinions and positions ofthe Institute of Education Sciences or the U.S. Department of Education. U.S. Department of Education Arne Duncan, Secretary Institute of Education Sciences John Q. Easton, Director National Center for Special Education Research Joan McLaughlin, Commissioner February 2014 This report is in the public domain. While permission to reprint this publication is not necessary, the citation should be: Connor, C.M., Alberto, P.A., Compton, D.L., O’Connor, R.E. (2014) . Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers (NCSER 2014-3000) . Washington, DC: National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. This report is available on the IES website at [http://ies.ed.gov/](http://ies.ed.gov/) . Alternate Formats Upon request, this report is available in alternate formats such as Braille, large print, audiotape, or computer diskette. For more information, please contact the Department’s Alternate Format Center at 202-260-0852 or 202-260-0818 . Disclosure of Potential Conflicts of Interest Research synthesis panels are composed of individuals who are nationally recognized experts on the topics that they are synthesizing. IES expects that such experts will be involved professionally in a variety of matters that relate to their work as a panel. Panel members are asked to disclose their professional involvements and to institute deliberative processes that encourage critical examination of the views of panel members as they relate to the content of the research synthesis. The research synthesis is subjected to independent external peer review prior to publication, with particular focus on whether the evidence related to the conclusions in the research synthesis has been appropriately presented. The professional engagements reported by each panel member that appear most closely associated with the panel findings are noted below. Dr. Connor is Professor in the Department of Psychology, and Senior Research Scientist in the Learning Sciences Institute at Arizona State University. Her expertise is in examining the links between young children’s language and literacy development with the goal of illuminating reasons for the perplexing difficulties children who are atypical and diverse learners have developing basic and advanced literacy skills. She has served as the Principal Investigator (PI) for IES grants R305H040013, R305B070074, R305A130058, and R305A130517 . She is Co-PI for R305F100027 and R324C120001 . She has developed the Individualizing Student Instruction intervention as well as the Assessment to Instruction (A2i

FAQs

What is the purpose of the report on reading outcomes?

It synthesizes what research funded by the Institute of Education Sciences has learned about improving reading outcomes for children with or at risk for reading disabilities.

Who prepared the report and for whom is it intended?

The report was prepared for the National Center for Special Education Research, Institute of Education Sciences, under an IES contract.

What does the report include about accessibility and reuse?

It states the report is in the public domain and provides citation instructions. It also notes alternate formats are available upon request.

Oct 15, 2026

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