NAEd Releases New Report on Improving Reading Comprehension

Jun 9, 2020

June 9, 2020 – The National Academy of Education (NAEd) released a new report: Reaping the Rewards of the Reading for Understanding Initiative.

reading for understanding

This report synthesizes findings from scholarship conducted over the past decade as part of a large-scale federal investment by the U.S. Institute of Education Sciences (IES) to improve reading comprehension of U.S. students. To support this undertaking, IES launched the Reading for Understanding Initiative, which invested approximately $120 million in grant funding to six research teams charged with focusing on improving reading comprehension for students in pre-K through grade 12. This initiative responded to concern that children’s improvement in reading comprehension had leveled off over the previous few decades, coupled with the observation that research on reading comprehension had sufficiently matured to warrant a major investment in leveraging that research to improve student performance.

The Reaping the Rewards of the Reading for Understanding Initiative report articulates findings and common themes concerning the nature and development, assessment, and curriculum and instruction of reading comprehension. It synthesizes work both within and across the six teams, reviewing over 200 scholarly articles from this substantial and unprecedented effort, to determine what had been learned about understanding and improving reading comprehension. Highlights include the importance of: emphasizing comprehension in pursuit of knowledge and insight; redoubling our efforts to enhance language development, both oral and written, for students across the age-span; and changing the culture of classrooms to emphasize collaboration, deep comprehension, critique, and the generative use of comprehension.

For more information on the report, including an additional paper that is a conceptual review of technology-related reading comprehension research, as well as research related to multimodal meaning-making (both digital and nondigital) and reading comprehension in out-of-school contexts, in order to highlight future directions for reading comprehension research that complement those indicated by the RfU teams, please visit our website.

Please contact Amy I. Berman, Deputy Director, for any inquiries.

This project and research reported here were supported by grant R305U160002 from IES. The opinions expressed are those of the editors and authors and do not represent the views of IES.


Latest news

Remembering Thomas Romberg

Remembering Thomas Romberg

were deeply saddened to learn of the passing of Thomas Romberg on September 3, 2023. Below is an obituary by Gunderson (source). Dr. Thomas A. Romberg, age 90, of Fitchburg, passed away on Sunday, Sept. 3, 2023, at The Waterford in Fitchburg. He was born on Dec. 22,...

Remembering Robert LeVine

Remembering Robert LeVine

We were deeply saddened to learn of the passing of Robert LeVine in August 2023. Below is a tribute to his life and career by Harvard's Graduate School of Education (source). HGSE is mourning the loss of longtime faculty member and researcher Professor Emeritus Robert...

A Message of Support for Maui

The National Academy of Education extends its heartfelt condolences to all affected by the devastating wildfire on the island of Maui earlier this week. As a nation, we mourn the profound losses of loved ones, homes, and livelihoods and feel the weight of the personal...

Pin It on Pinterest

Share This