Reading ability has been linked to children’s overall academic achievement and post-school success. Yet not all students have access to instruction that will ensure they become successful readers. Research plays an important role in identifying practices that help teachers instruct and children learn.

On June 6, the University of Oregon hosted a virtual forum to discuss how current research sheds light on the reading crisis and address what families and teachers can do to be part of the solution. The session was facilitated by Laura Lee McIntyre, dean and Castle-McIntosh-Knight Professor of the College of Education. Panelists included:

• Lillian Durán, professor, Department of Special Education and Clinical Sciences
• Audrey Lucero, associate professor, Department of Education Studies
• Edward Olivos, professor, Department of Education Studies
• Sylvia Thompson, associate dean for academic affairs, College of Education and associate professor, Department of Special Education and Clinical Sciences

Faculty experts described the fundamental cognitive process of learning how to read; the tools teachers need to be effective; the complex relationship between comprehension, decoding, and phonics; the false dichotomy between learning to read and reading to learn; and the direct connection between how children derive meaning from what they read and their family experiences.

View the recording of the forum.

-By Thuy Tran, University Communications