What is Scientifically Based Research? Why Do I Need to Know About It?

As part of the goal to improve student performance, the No Child Left Behind Act (NCLB) requires that educational programs and practices are supported by scientifically based research. In fact, this term, “scientifically based research,” appears throughout the law more than 110 times — in reference to everything from reading instruction and teacher professional development, to anti drug-abuse programs.

Due to the frequent use and misuse of the term, as well as the many alternate terms (i.e. evidence based practice, research based research), educators are often confused regarding its definition. Under NCLB, scientifically based research means research that involves the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant regarding educational methods.

The main characteristics of scientifically based research include:

• systematic, empirical methods

• rigorous data analyses that adequately test the hypotheses and justify the conclusions

• methods that provide reliable and valid data across evaluators, multiple measurements and studies by the same or different investigators

• experimental or quasi-experimental designs in which individuals, programs or activities are assigned to different conditions and, with appropriate controls, to evaluate the effects with a preference for random assignment experiments

• studies presented with sufficient clarity and detail to allow for replication

• independent peer review through comparably rigorous, objective and scientific methods

Traditionally, the field of education has been susceptible to “fads” and unproven methods evaluated through subjective opinion rather than scientific research. Many popular theories, such as multiple intelligences and learning modalities, while extremely popular, lack supporting data. Additionally, the research conducted in education has historically not met the criteria described above. Although debate is ongoing, efforts to lead education towards a scientifically based field will ultimately lead to better teaching and learning in the classroom as well as improvement in the design of educational research.

While there are no quick steps for translating research into practice, clearly it is important for educators to begin by developing the skills needed to recognize and evaluate scientifically based research. Dr. Lentz provided a few suggestions, emphasizing that it is important to have access to (and read!) peer reviewed journals which serve as a first step in sifting information. These sources allow educators to review claims made by the publishers of instructional materials and programs regarding the effectiveness of these products. Additionally, these sources support implementation of scientifically based classroom interventions, as required by NCLB. Related service personnel contribute to this process by subscribing to respected journals in their fields, thereby expanding their consultation and problem solving skills with sound knowledge of proven intervention strategies. Clearly, in the field of reading, the research continues to grow substantially, as do the products which claim to promote reading success. In evaluating reading interventions, it is important for all educators to be familiar with the work of the National Reading Panel.

Below are some pertinent resources for SBR:

• The Florida Center for Reading Research
(www.fcrr.org)

• The report of the National Reading Panel (www.nationalreadingpanel.org)

• Comprehensive School Reform (CSR) Practitioners Guide to Scientifically Based Research
(http://www.csrclearinghouse.org/pubs/pg/index.htm)

• Big Ideas in Beginning Reading
(reading.uoregon.edu)

• Special Connections, University of Kansas
(www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/index.php)

• The What Works Clearinghouse
(ies.ed.gov/ncee/wwc)