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| scientifically based or evidence-based research |
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| gather evidence to answer questions and bring new knowledge to the field of study so that effective practices can be determined and implemented. (Birsch, p.3) |
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| randomized controlled trials |
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| critical factor in establishing strong evidence for what works (causation) in experimental research (Birsch, p.3). |
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| stipulates that the results on an intervention be scrutinized and evaluated by a group of independent researchers (Birsch, p.3) |
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| derives from the identical replication of a study in a similar population by other researchers because the outcomes from a single study are not sufficient to generalize across all populations (Birsch, p. 3) . |
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| quasi-experimental research |
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| attempts to determine cause and effect without strict randomized control trials and is valid but less reliable (Birsch, p.3) |
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| involves observing individuals and settings and relies on observation and description of events in the immediate context (Birsch, p.3). |
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| an example of qualitative research in which researchers, observe listen, and ask question to collect descriptive data in order to understand the content, context, and dynamics of an instructional setting. |
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| uses large numbers of individuals to generalize findings to similar settings using statistical analyses. Quantitative research nust use experimental or quasi-experimental design methods to gather data. |
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| gold standard of research design; a section of the federal Institue of Education Sciences, reviews experimental research on program impact (Birsch, p.4) See https://ies.ed.gov/ncee/wwc/ |
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| No Child Left Behind (NCLB) |
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| Established 5 essential components of reading instruction based on accumulated scientific evidence were integrated in to NCLB. Building Blocks for Reading (Birsch p.5) |
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| Children need solid oral language and literacy experiences at home and in pre-school that will support them later in acquiring abstract linguistic skills necessary for reading. (i.e.- saying rhymes, listening to, discussing, and examining books; developing an oral vocabulary and verbal reasoning; learning the purposes of reading along with large and fine motor writing activities. Exposure to reading aloud and oral language play fosters development of sounds and symbols and a language about reading. Oral language is the foundation of comprehension and helps the reader use decoding strategies (Birsch, p.9) |
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| Children must learn the alphabet and be able to say the names of letters, recognize shapes, and write the letters. They need to know the difference between upper- and lower-case letters. (strong predictors of reading success) (Birsch, p.9). |
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