兰德公司：2025美国公立小学基础阅读教学中“阅读科学”理论的实践转化（英文版）（24页）.pdf

1、ANNA SHAPIRO,LAURA BELLOWSTranslating Reading Science into PracticeFoundational Reading Instruction in Public Elementary SchoolsFindings from the Spring 2024 American Instructional Resources SurveyImproving the reading achievement of U.S.students is a long-standing challenge.Fewer than one-third of

2、4th-and 8th-grade students achieved proficient or advanced scores in reading on the 2024 National Assessment of Educational Progress(NAEP)a historically low level(Nations Report Card,undated).Moreover,the scores of the lowest-performing readers appear to be declining more steeply,further widening th

3、e reading achievement gap(Turner and Mehta,2025).There is a growing recognition that some prevalent methods of early reading instruction might be drivers of low reading achievement(Moats,2020).For example,three-quarters of teachers in a 2019 survey reported using three-cueing,which teaches children

4、to use clues about a words mean-ing,syntax,and letters and sounds to identify unfamiliar words(Kurtz et al.,2020).This method,which is prominent in many popular reading curricula,is not aligned with the science of reading(Schwartz,2020).The science of reading refers to the base of research on how ch

5、ildren learn to read and what instructional practices are most effective.Although evidence-based practices continue to evolve with new research,some early reading practices,such as providing students explicit instruction on how to decode unfamiliar words using knowledge of letter and sound relations

6、hips,developing students vocabulary,and practicing reading fluency with students,have been shown to be critical for students development of strong reading skills(Foorman et al.,2016).Research Report2State legislators have responded to both low read-ing test scores and this increasing body of scienti