Advance Praise for "The Voice of Evidence in Reading Research"

“This comprehensive resource compels all of us…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

"…an extraordinary collection by the finest educational and neurological researchers…
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

“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

“A cornucopia of accessible information important to anyone concerned with the learning of reading… 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, Chairman, National Reading Panel; Chancellor Emeritus, University System of Maryland

“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. [This] 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!; Member, President's Commission on Education Excellence for Hispanic Americans

“Provides a much-needed bridge between reading research and reading instruction…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

“Provides invaluable syntheses and practices from…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

“Brilliantly organized and written…The lineup 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

“Provides a framework for understanding the importance, methods, and interpretation of scientific research…recommended to anyone who wants to probe deeply into the knowledge base for guiding classroom practice.”
—Richard L. Venezky, Unidel Professor of Educational Studies, University of Delaware

“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

“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.”
—Claire D. Nissenbaum, M.A., Executive Director, Atlantic Seaboard Dyslexia Education Center

“[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

“Peggy McCardle and Vinita Chhabra have provided a valuable service to professionals interested in how we learn how children learn to read…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

“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’s and Geschwind’s intuitions.”
—William H. Baker, Jr., President, The Dyslexia Foundation