Research‐Based Reading Instruction

Abstract

Abstract This review of teaching reading addresses three foundations for reading development: (a) reading research findings that provide insights into the construct of academic reading abilities, (b) the translation of research findings into a coherent set of curricular principles for reading instruction, and (c) a set of effective instructional practices that draw upon research findings and curricular principles. Research has shown the complexity of skilled reading which integrates a large number of specific linguistic skills and underlying cognitive skills. Two lines of research have major implications for reading instruction: The first centers on the powerful roles of vocabulary and syntax in second language (L2) reading development, and the second centers on the widespread affirmation among researchers that reading experience is the key to becoming a skilled reader. The amount of reading that L2 readers engage in serves as the primary explanation for their developing L2 vocabulary, syntax, fluency, and comprehension skills; amount of reading also supports a range of underlying cognitive abilities critical for reading development (background knowledge, motivation, inferencing, comprehension monitoring, goal setting, and self‐regulation, among others). The curricular principles, stemming from these findings as well as research into effective teaching, highlight concepts that drive effective reading instruction. The instructional practices recommended rely on both the research evidence reviewed and best practices among skilled educators.