It is common that laws proposed or passed to requiring services for dyslexic students or training for teachers will also include provisions requiring or encouraging the use of “evidence-based” practices. In many cases, the laws will also encourage or mandate the use of specific types of interventions over others — and often the mandated interventions simply do not have a strong or significant base of evidentiary support.
This mismatch between statutory requirements and actual reported research data can lead to laws that do more harm than good, by limiting options for continued innovation, research and development, and by running counter to the goals of structuring individualized education plans targeted to a student’s specific needs.
The resources in this section are geared to providing objective information about the level of quantitative, data-driven research which may or may not support specific interventions or curriculums that are often requested or implemented in U.S. schools.
Dyslegia Site Reports & Position Statements
Evidence-Based Practice: Research Resources
- Science of Reading
- Literature Reviews & Meta-Analyses
- Research Status – Evidence for ESSA
- Research Status – What Works Clearinghouse
Links to Useful Sites (Outside Sites)
The sites listed here provided reliable, neutral information about educational research and evidence.