The Research Basis of Logic of English

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The Logic of English® series of books and curriculum is based upon leading research about reading, multi-sensory education, and linguistics.

All Logic of English curriculum includes explicit instruction in:

  • Phonemic Awareness
  • The Alphabetic Principle and systematic phonics
  • Fluency and high frequency words
  • Handwriting
  • Spelling
  • Vocabulary
  • Reading comprehension

The goal of reading instruction is to give students the ability to read, comprehend, and learn from texts. Developing strong readers requires providing them with a deep foundation of knowledge about words which they can then access to make meaning.

Reading research has led to an understanding of how the brain reads and the types of instruction that develop strong and proficient readers (Yoncheva et al., 2015). Repeatedly, research has demonstrated that effective instruction explicitly teaches the following subskills:

 

Research has also demonstrated the benefits of a holistic, multi-sensory approach where students are taught language by ear (speech perception), by mouth (speech production), by eye (reading), and by hand (writing) (Berninger, 2012).

When the skills of reading are taught systematically in a manner that utilizes all the learning modes – speaking, seeing, hearing, writing – almost all students are able to learn to read and comprehend (McGuinness, 2005).

Next Section: Phonemic Awareness

Berninger, V. “Evidence-based, developmentally appropriate writing skills k-5: teaching the orthographic loop of working memory to write letters so developing writers can spell words and express ideas.” Presented at Handwriting in the 21st century?: An educational summit, Washington, D.C. January 23, 2012.

McGuinness, D. (2005). Early Reading Instruction: what science really tells us about how to teach reading. Cambridge, Mass.: MIT.

Moats, L. (1998). Teaching decoding. American Educator, Spring/Sum, 1–8.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Yoncheva, Y., Wise, J., & McCandliss, B. (2015). Hemispheric specialization for visual words is shaped by attention to sublexical units during initial learning. Brain & Language, 145-146 (2015), 23-33.

To see Logic of English pilot data from schools, visit our Preliminary School Data page.

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