In this article, Michael Pressley, Nell Duke, and Erica Boling discuss the impact various scientific approaches have on early reading instruction research. The authors call for a second generation of scientifically based reading instruction that goes beyond the experimental, quasi-experimental, correlations, and qualitative designs currently informing public policy. The authors argue that the federal government's position on what constitutes "scientific research" embraces only a narrow range of potentially effective instruction. If this definition is expanded, educational policy, including for early reading instruction, can be much more successful.

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