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The text explains how the National Reading Panel emphasized instruction across phonemic awareness, phonics, fluency, vocabulary, and comprehension, while later college- and career-readiness standards raised expectations for research-based interventions. It focuses on widening achievement gaps for students with disabilities, describing NCSER-supported research that funds rigorous intervention evaluation, valid assessments, monitoring tools, and appropriate accommodations, using the presented projects to inform effective school practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investment-in-reading-research-from-kindergarten-through-high-school-fy-2006-fy-2015/585469/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investment-in-reading-research-from-kindergarten-through-high-school-fy-2006-fy-2015/585469.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What reading skills and outcomes does the document emphasize for effective instruction?","Question",{"text":112,"@type":113},"It emphasizes phonemic awareness, phonics, fluency, vocabulary, and comprehension, along with implementing frameworks that guide instruction and policy. It also stresses teaching understanding of text structure and integrating information across multiple texts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the document focus on students with disabilities in reading outcomes?",{"text":117,"@type":113},"It reports that students with disabilities continue to struggle in reading and that achievement gaps are widening. The text cites NAEP results and explains that this drives NCSER-funded research to address the gap.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of research does NCSER fund to improve literacy?",{"text":121,"@type":113},"NCSER supports rigorous intervention research to improve outcomes across skill levels, prevent reading disabilities, and close or prevent worsening gaps. It also funds valid and reliable assessments and studies to determine appropriate accommodations for large-scale testing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585469,1792101354,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Investment in Reading Research  \nfrom Kindergarten  \nthrough High School  \nNational Center for Special  \nEducation Research FY 2006-FY 2015 Summarized by Kristen Rhoads  \nFifteen years ago, the National Reading Panel Report (National Institute of Child Health and Human Development, 2000) was released. The report stressed that effective reading instruction should focus on a combination of skills and outcomes, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. It also suggested a framework for implementing instruction and developing policy and research priorities, and it highlighted questions related to the most appropriate instruction to benefit all students in the classroom. A decade and a half later, frameworks and best practices continue to be established with the development, adoption, and implementation of standards targeting college and career readiness. These standards set high expectations for all students and underscore the need for research-based interventions and programs that improve literacy outcomes for a diverse group of learners and prepare them for success in school and beyond.  \nAchieving the new rigorous standards may be particularly difficult for students with disabilities. Compared to their peers, students with disabilities continue to struggle in reading. The most recent scores from the National Assessment of Educational Progress (NAEP, 2013) indicate that the achievement gap between students with disabilities and their peers is widening and that 69% of 4th graders and 60% of 8th graders with identified disabilities score below basic levels1. The Institute of Education Sciences’National Center for Special Education Research (NCSER) is working to address this gap by funding research that develops and rigorously evaluates interventions to identify those that improve outcomes for students with a wide range of skill levels, to prevent reading disabilities from emerging, and to close the gap or prevent the gap from further widening between students with disabilities and their peers. NCSER also funds research to develop valid and reliable assessments that identify students with disabilities, monitor student progress, and guide instructional decisions, and to determine valid accommodations for large-scale assessments. NCSER-supported research promotes an understanding of the most effective practices that schools can use to improve academic outcomes for students with or at risk for disabilities and their access to college and the workforce.  \nThis paper describes NCSER’s investment in literacy in kindergarten through high school and some important findings resulting from this investment. The following sections describe a range of research activities from NCSER-funded projects that have ended to those that are just beginning. More detail about the projects can be found using the Institute’s Grant Search Tool at [http://ies.ed.gov/funding/grantsearch/index.asp](http://ies.ed.gov/funding/grantsearch/index.asp).  \nReading: Text Complexity and the Growth of Comprehension  \nSuccessful readers rely on a combination of skills as they interact with a range of texts that become increasingly more complex across grades. Successful reading instruction focuses on developing foundational skills to support comprehension such as concepts about print, phonemic awareness, phonics, and fluency2 and on teaching understanding key features of a text, such as its structure, and integrating information across multiple texts (e.g., Gough & Tunmer, 1986; National Early Literacy Panel, 2008; National Institute of Child Health and Human Development, 2000) .  \n1 These numbers include students with 504 Plans.  \n2 Respectively, knowledge of print conventions (e.g., left-right, front back) and concepts (book cover, author, text; National Early Literacy Panel, 2008); knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes; knowledge that letters of the alphabet represent phonemes","cbCainUz05GMbO18","https://ap.wps.com/l/cbCainUz05GMbO18","pdf",428710,14,"English","# Investment in Reading Research\n## Foundational Skills and Comprehension\n## Text Complexity and Growth of Comprehension\n## Early Reading Intervention (ERI)\n## Voyager Passport Program","[{\"question\":\"What reading skills and outcomes does the document emphasize for effective instruction?\",\"answer\":\"It emphasizes phonemic awareness, phonics, fluency, vocabulary, and comprehension, along with implementing frameworks that guide instruction and policy. It also stresses teaching understanding of text structure and integrating information across multiple texts.\"},{\"question\":\"Why does the document focus on students with disabilities in reading outcomes?\",\"answer\":\"It reports that students with disabilities continue to struggle in reading and that achievement gaps are widening. The text cites NAEP results and explains that this drives NCSER-funded research to address the gap.\"},{\"question\":\"What kinds of research does NCSER fund to improve literacy?\",\"answer\":\"NCSER supports rigorous intervention research to improve outcomes across skill levels, prevent reading disabilities, and close or prevent worsening gaps. It also funds valid and reliable assessments and studies to determine appropriate accommodations for large-scale testing.\"}]","Investment in Reading Research from Kindergarten through High School - FY 2006-FY 2015 | PDF",1792054823,35]