@article{LCNL:19,
	author={Keith Rayner and Barbara R. Foorman and Charles A. Perfetti and David Pesetsky and Mark S. Seidenberg},
	year={2001},
	title={How Psychological Science Informs the Teaching of Reading. },
	journal={Psychological Science in the Public Interest Monograph},
	volume={2},
	number={2},
	pages={31-74},
	comments={American Psychological Society. A review of psychological research bearing on how reading should be taught; illustrates the deeply unfortunate disconnect between reading research and educational practice that has occurred over the past 25 years.},
	abstract={This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusion emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that so not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn to read. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.},
	language={English},
	URL={http://lcnl.wisc.edu/publications/archive/19.pdf},
}