ReadyGEN Research

Supporting Effective ELA Instruction

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How are you covering skills while teaching complex texts? ReadyGEN incorporates the most current research base for effective ELA instruction. Here’s your opportunity to explore the research-proven ideas behind ReadyGEN. Download these white papers from ReadyGEN authors. Share the articles with colleagues. ReadyGEN inspires everybody to go further.


How can you help students generate the meanings of new words?

ReadyGEN authors Elfrieda H. Hiebert, Ph.D. and P. David Pearson, Ph.D. discuss Generative Vocabulary Instruction.

Elfrieda H. Hiebert, Ph.D.
TextProject and University of California, Santa Cruz
P. David Pearson, Ph.D.
University of California, Berkeley

Not all of the rare words that students will encounter in complex texts, whether in school or in their careers, can be taught. There are simply too many words. To successfully understand complex texts, students need to be able to generate the meanings of new words, based on their knowledge about how words work in English. Learn more about Generative Vocabulary Instruction in ReadyGen ›


What are the essential building blocks of literacy instruction?

ReadyGEN author Sharon Vaughn, Ph.D. discusses Foundational Skills.

Sharon Vaughn, Ph.D.
Regents Professor, University of Texas

How can students acquire the proficiency they need to understand and learn from text? First they must acquire the skills and processes to decode and read words accurately and automatically. As students become proficient readers, they are able to recognize most words with little effort and use their cognitive processes to think about text and make connections with what they know. Learn more about Foundational Skills in ReadyGen


Summative Field Test Reports

Is there a relationship between ReadyGEN and improvements in student reading skills? What reading gains, if any, are observed and how large are these gains? Does growth vary by subpopulations and contexts?