Evidence-Based Reading Policy in the United States: How Scientific Research Informs Instructional Practices

Abstract

Over the past decade the root of certain education policies in the United States has shifted from philosophical and ideological foundations to the application of converging scientific evidence to forge policy directions and initiatives. This has been particularly the case for early (kindergarten through third grade) reading instructional policies and practices. The use of scientific evidence rather than subjective impressions to guide education policy represents a dramatic shift in thinking about education. Some education policy initiatives in the United States now reflect a reliance on findings from rigorous scientific research rather than opinion, ideology, fads, and political interests.1 Advances in brain imaging technology now make it possible to provide evidence of the impact of scientifically informed reading instruction on brain organization for reading.