When it comes to learning to read, new research suggests that explicit instruction—a phonics teaching method in which the relationship between sound and spelling is taught directly and systematically—is more effective than self-discovery through reading. More
APS Member/Author: Angeline Lillard More than half of Texas third graders cannot read at grade level. Might they do better with an entirely different educational approach? Typically we teach children to read, beginning in preschool, and take up writing later. But over 100 years ago, physician-educator Maria Montessori came up More
Fellowships for Elisabeth Conradt of the University of Utah, Ian Krajbich of the Ohio State University, and Nicole Landi of the University of Connecticut and Yale University will allow them to take extended sabbatical periods for their research. More
A sample of research on procrastination and precrastination, reading, pronouns and cultural success, and ovulatory cycle and women’s preferences. More
A sampling of research about the effects of information timing on risky choices and on visual word representation in reading. More
APS Fellow Usha Goswami has been named a recipient of the Yidan Prize for Education in recognition of her world-leading research on the importance of linguistic pattern recognition in reading acquisition. More
