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Drawing on a literature review and the National Reading Panel’s five pillars—phonemic awareness, phonics, fluency, vocabulary, and comprehension—the study positions effective instruction within ongoing, contested policy discussions. It highlights limitations of meta-analyses and identifies additional instructional considerations beyond initial consensus.",{"@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/red-flags-red-herrings-and-common-ground-an-expert-study-in-response-to-state-reading-policy-article-5/602042/",{"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/red-flags-red-herrings-and-common-ground-an-expert-study-in-response-to-state-reading-policy-article-5/602042.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article revisit expert research on reading instruction?","Question",{"text":112,"@type":113},"The study responds to ongoing contention among legislators, activists, teachers, and researchers about best practice for beginning readers and seeks guidance from a broad scholarly panel.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the five pillars of effective early reading instruction highlighted in the review?",{"text":117,"@type":113},"The review emphasizes phonemic awareness, phonics, fluency, vocabulary, and comprehension, based on the National Reading Panel’s influential 2000 report.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article address disagreement about early reading instruction findings?",{"text":121,"@type":113},"It notes that reactions varied within the research community, while later evidence continued to support the roles of the five areas, alongside questions and additional factors raised by other researchers.","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},602042,1792144343,{"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":34,"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},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Educational Considerations  \n\n| Volume 47  Number 1 | Article 5 |\n| --- | --- |\n| June 2021\u003Cbr>Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy\u003Cbr>Vicki S. Collet\u003Cbr>University of Arkansas, [collet@uark.edu](collet@uark.edu)\u003Cbr>Jennifer Penaflorida University of Arkansas\u003Cbr>Seth French\u003Cbr>University of Arkansas\u003Cbr>See next page for additional authors\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Curriculum and Instruction Commons, Elementary Education Commons, and the Language and Literacy Education Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nCollet, Vicki S.; Penaflorida, Jennifer; French, Seth; Allred, Jonathan; Greiner, Angelia; and Chen, Jingshu (2021) \"Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy,\" Educational Considerations: Vol. 47: No. 1. [https://doi.org/10.4148/0146-9282.2241](https://doi.org/10.4148/0146-9282.2241)  \n[This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[ ](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[Educational Considerations by an authorized administrator of New Prairie Press. For more information](Educational Considerations by an authorized administrator of New Prairie Press. For more information), please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nRed Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy  \nAuthors  \nVicki S. Collet, Jennifer Penaflorida, Seth French, Jonathan Allred, Angelia Greiner, and Jingshu Chen  \nThis article is available in Educational Considerations: [https://newprairiepress.org/edconsiderations/vol47/iss1/5](https://newprairiepress.org/edconsiderations/vol47/iss1/5)  \nRed Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy  \nVicki Collet, Jennifer Penaflorida, Seth French, Jonathan Allred, Angelia  \nGreiner, and Jingshu Chen  \nOver 20 years ago, Ronna Flippo (1999) published, What Do the Experts Say?, in which she  \nfound common ground among researchers regarding reading instruction. Such findings remain  \nrelevant today as appropriate reading instruction is a contested subject with legislators, parent  \nactivist groups, teachers, and researchers seemingly at odds regarding best practice. In many U. S.  \nstates, legislation and policy seek to define effective instruction for beginning readers, and  \neducational debates may “default to ideological red herrings of phonics and ‘back to the basics’”  \n(Garcia et al., 2017, p. 74). At this contentious time, there is a need to turn again to a broad panel  \nof scholars who are knowledgeable about ongoing research and look for guidance among their  \nshared recommendations. That is the purpose of the current study.  \nLiterature Review  \nEffective Early Reading Instruction. The topic of early reading instruction has been  \nextensively researched by scholars in many fields, including literacy scholars, educational  \npsychologists, neuroscientists, and sociologists. Not surprisingly, findings of these differing  \nexperts represent a range of perspectives, and the question of how best to teach beginning readers  \nhas been controversial for some time (Adams, 1990 ; Chall, 1967 ; Furness, 1957) . However,  \nexamining a full range of science can inform the teaching of reading (Pressley et al., 2004) . This  \nbody of research is discussed below.  \nFive “Pillars” of Early Reading Instruction. Following an extensive review of research, the  \nNational Reading Panel (NRP) released an","cbCairnq7cfuXzxj","https://ap.wps.com/l/cbCairnq7cfuXzxj","pdf",477073,29,"English","# Literature Review\n## Effective Early Reading Instruction\n## Five “Pillars” of Early Reading Instruction\n## Additional Instructional Considerations","[{\"question\":\"Why does the article revisit expert research on reading instruction?\",\"answer\":\"The study responds to ongoing contention among legislators, activists, teachers, and researchers about best practice for beginning readers and seeks guidance from a broad scholarly panel.\"},{\"question\":\"What are the five pillars of effective early reading instruction highlighted in the review?\",\"answer\":\"The review emphasizes phonemic awareness, phonics, fluency, vocabulary, and comprehension, based on the National Reading Panel’s influential 2000 report.\"},{\"question\":\"How does the article address disagreement about early reading instruction findings?\",\"answer\":\"It notes that reactions varied within the research community, while later evidence continued to support the roles of the five areas, alongside questions and additional factors raised by other researchers.\"}]","Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy - Article 5 | PDF",1792093921,73]