SEDL Resources Demystify Reading Instruction and Assessment

May 1, 2002
Austin, Texas

Contact:
Laura Shankland
Communications Associate
Phone: 512-391-6556
Email: laura.shankland@sedl.org

Two Southwest Educational Development Laboratory (SEDL) papers dispel reading instruction myths and show how assessment outcomes should be used to inform and modify the early reading instruction each child receives.

Educators often are reluctant to let go of their misconceptions associated with reading acquisition despite research evidence. From "learning to read is a natural process" to "phoneme awareness is a consequence (not a cause) of reading acquisition,” the SEDL paper "Ten Myths of Reading Instruction" covers the most common and potentially pernicious myths that influence reading education.

Catalog Entry: The Cognitive Foundations of Learning to Read: A FrameworkAnother SEDL paper, "Methods of Assessing Cognitive Aspects of Early Reading Development", was written to help teachers better understand what competencies need to be tested and how to test the essential abilities that are so important to the development of early reading skills. A companion piece to SEDL's framework of reading acquisition, the paper includes a discussion of the elements that support language comprehension and decoding.

For more information on these papers or SEDL's framework of reading acquisition, please email Sebastian Wren at swren@sedl.org.


About SEDL

The Southwest Educational Development Laboratory (SEDL) is a nonprofit corporation based in Austin, Texas. SEDL is dedicated to solving significant education problems and improving teaching and learning through research, research-based resources, and professional development. For more information about SEDL, visit http://www.sedl.org/about/.