"This book presents a series of papers discussing the most recent advances in evidence-based research of reading. Each chapter is written by a leading scientist and contributes to a potent admixture, covering educational research methods, theoretical models of reading acquisition, the neurobiological basis of reading and studies of instructional approaches in the classroom. This volume will appeal to specialists in the field of reading, as well as to school administrators, educators and clinicians treating reading disabilities. It is a focused summation of two decades of scientific progress in reading research and a fitting tribute to the individuals that have supported this tremendous effort." —Guinevere Eden, D.Phil., Director, Center for the Study of Learning; Associate Professor, Department of Pediatrics, Georgetown University Medical Center

"No school administrator, including superintendents of schools at every level, can afford to be ignorant of the information available in this book. Critical information about validated research and effective practice is presented clearly and succinctly in a format useful for staff development, curriculum design, and parent education programs. Parents involved in advocating for their children will find the information invaluable. Most important, and most challenging, this volume should be required reading for all college and university staff members responsible for pre-service and graduate teacher preparation in reading. They should study Chapter 12 closely, “Science, Language, and Imagination in the Professional Development of Reading Teachers” by Louisa Moats. McCardle and Chhabra have rendered an invaluable service to the field, and have acknowledged NIH’s Reid Lyon, Ph.D., as the man to whom we all owe a great debt." —Claire D. Nissenbaum, M.A., Executive Director, Atlantic Seaboard Dyslexia Education Center

"The Voice of Evidence in Reading Research provides a much-needed bridge between reading research and reading instruction — a bridge that has been conspicuously absent until now. The authors convincingly present scientific research to inform and guide teachers so that they can make the daily decisions required for effective teaching and learning. The focus is, appropriately, on all children, including those who struggle to learn and read." —James H. Wendorf, Executive Director, National Center for Learning Disabilities

"The Voice of Evidence in Reading Research is brilliantly organized and written. It provides the kinds of information that teachers and administrators need to answer one of the most pressing issues they confront every day in their schools: “How can we be assured that we are using the kinds of scientifically based practices that will make a real difference with our students?” Each chapter provides clear, concise, answers to that question. The line up of authors is a “Who’s Who” of the leading scholars in reading research in the world today." —Donald D. Deshler Ph.D., University of Kansas, Center for Research on Reading

"The Voice of Evidence in Reading Research is outstanding and just what the field needs. It should be required reading in every School of Education." —Benita Blachman, Trustee Professor of Education and Psychology, Syracuse University

"The "voice" in the evidence in reading research speaks so loudly that no educator should be left behind." —William F. Patterson, Headmaster, The Gow School

"Dyslexia research of this breadth and quality is stunning. It is a companion piece to all brain research and a tapestry of evidence documenting Orton and Geshwind’s intuitions." —William H. Baker, Jr., President, The Dyslexia Foundation

"Peggy McCardle and Vinita Chhabra have provided a valuable service to professionals interested in how we learn how children learn to read. Parents may also find the book of value. The volume is designed to be a bridge between reading researchers and reading practitioners by explaining the underpinnings of research design and a review of some instructional practices supported by research. The chapter authors are well-respected researchers primarily from the NICHD communitiy, which is responsible for generating an important knowledge base on reading development and instruction. The book is an effective primer and fills a void in the reading research literature." —Deborah Speece, Ph.D., Professor, Department of Special Education, University of Maryland

"[T]oo many policy makers and educational leaders don't have a clue as to the components of good reading research. Now that McCardle and Chhabra have published The Voice of Evidence in Reading Research, there are no excuses. The editors have brought together an extraordinary collection of the finest educational and neurological researchers and this book will surely become required reading for any and all who claim to care about the quality of reading instruction in America." —J. Thomas Viall, Executive Director, The International Dyslexia Association

"There has been more heat than light in debates on the teaching of reading. This book presents a wide-ranging, authoritative and accessible overview of recent research evidence. It will be welcomed by researchers and teachers." —Tony Cline, Professor of Educational Psychology, University of Luton, England

"This text provides a broad review of reading research, focusing primarily on the K-12 grade range and drawing heavily on NICHD-funded studies and reviews. It also provides a framework for understanding the importance, methods, and interpretation of scientific research. It is recommended to anyone who wants to probe deeply into the knowledge base for guiding classroom practice." —Richard L. Venezky, Professor, University of Delaware

"As a parent who raised a son with reading difficulties, I have dedicated my life to ensuring students receive scientific research-based reading instruction to prevent academic failures. The Voice of Evidence in Reading Research is a significant contribution to promoting 21st century lifelong learners who will require proficient reading skills." —Norma S. Garza, Member, National Reading Panel; Chair, Brownsville READS!; Commissioner, White House Educational Excellence for Hispanic Americans Commission

"G.Reid Lyon's vision about building an infrastructure of scientifically based knowledge to address the basic questions about learning to read and the conditions necessary for improving reading instruction is realized in this book. Dedicated to him, it provides invaluable syntheses and practices from this scientifically based research. I picked up this book hoping to find an excellent chapter or two and discovered that every chapter is a necessary resource." —Sharon Vaughn, Ph.D., Director, Texas Center for Reading and Language Arts, College of Education, The University of Texas at Austin

"This book is a cornucopia of accessible information important to anyone concerned with the learning of reading, from parents to politicians, and, most especially, teachers, present and future. And, it should be mandatory reading for those still unpersuaded of the relevance of valid evidence-based instructional practices in the teaching of reading, or any other subject, at any level of education." —Donald N. Langenberg, Ph.D., Chairman, National Reading Panel; Chancellor Emeritus, University System of Maryland

"This comprehensive resource compels all of us who are committed to and working towards realizing the achievable goal of increasing reading achievement for all students to understand the critical role research and evidence play in determining what works in improving reading instruction and student achievement in reading. Teaching reading is rocket science; that is, as several authors affirmed in this important book, teaching students to read well is quite complex. But armed with evidence of what works and with research-based reading programs and instructional strategies, knowledgeable and skilled educators and administrators will meet the goal of every child reading well by the end of third grade." —Sandra Feldman, President, American Federation of Teachers