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Evaluating Research

Evaluating Research

Interest in improving reading achievement through the analytical study of research has dramatically impacted reading programs and methods in schools. Public concern about the number of children who lag behind has prompted legislation and involvement of government on all levels in an effort to assure quality and results based instruction.

With countless research studies published, the Federal Government has attempted to control the quality of research schools use by defining what constitutes "Scientifically Based Reading Research" (SBRR) and tying the awarding of government funds to programs that are based on research that fits the following definition:

Title I, Part B Section 1208

The term scientifically based reading research means research that

(A) applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties; and

(B) includes research that—

a. employs systematic, empirical methods that draw on observation or experiment;

b. involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;

c. relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and

d. has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous objective, and scientific review.

This tightening of research expectations has undoubtedly helped weed out some unfounded practices and programs. Increased awareness of the need to ground methodology in valid research exists because of these new standards.

Cautions

However, teachers and parents need to exercise some caution when operating in the arena of Scientifically Based Reading Instruction. Issues for thought include:
   1. Some good practices/programs have not been studied and while do not fit into the category of SBRR, are effective, sound and can and should be used.

   2. Unfortunately reading is like many other facets of our world—it can be extremely political. Some research is undertaken to promote a specific educational philosophy. While a study like this might be valid in and of itself, it doesn't necessarily give a teacher or parent a comprehensive view of what should constitute a reading curriculum.

   3. Some organizations (both government and private) collect specific research that promotes their own philosophy of what reading should be. They ignore other, equally valid research, that might contradict their view and agenda. At times teachers are given a package of research and told that someone else has done the screening (really the thinking) for them. This is a time for real caution.

Research Guidelines:

   1. First and foremost, define your philosophy of teaching children and of reading. Determine not only your deepest beliefs about education, but also tap your experience as a teacher and/or parent. What has worked for you? Be open to new ideas and methodology, but don't blindly abandon your value system for an approach is counter to your beliefs about children and learning.

   2. On the other hand, be willing to consider and try approaches that show promise, but are new and different than what you currently do. Trying new instructional methods are essential to the growth of any teacher.

   3. Equally important is to actively and critically read and discuss current research and contemporary books that discuss that research. Be an informed consumer and critic. It's difficult to be a thoughtful participant in the discussion if you are uninformed.

   4. Be wary of anyone who insists that they have a fool proof answer to everyone's reading problems. While some programs and practices are definitely better than others, there is no silver bullet for every teacher and child.

Thoughtful discussion of any research and practice is a healthy practice that all teachers and parents should be encouraged to become involved in.

If teachers can embrace quality research that informs instruction, and yet guard against mindlessly accepting any and all practices in the name of SBRR, our schools and children will thrive. Schools will always need discerning and well-informed teachers and parents.

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