Below are research studies that support different aspects of Neuro Reading.  They are grouped by category.  You can find the complete citation at the very end of the category list.

Children need to read stories that are at their reading level; in other words, they should be able to recognize most of the words.

When children read texts at their level, they have increased opportunity to read for meaning.

Repeated reading activities facilitate comprehension and develop story knowledge.

With automatic word recognition, the child does not have to concentrate on the words and can concentrate fully on the meaning of the text.

There are children who have difficulty comprehending text despite being proficient at decoding

Most language development occurs indirectly through language exposure rather than through explicit instruction.

Oral language comprehension is a good predictor of reading comprehension.

Extent of oral language is highly correlated with later reading proficiency.

Oral language comprehension is more related to reading ability than intelligence.

Reading comprehension and language comprehension are governed by the same cognitive mechanism.

Some children decode words fluently and still have reading comprehension problems that seem to stem from language comprehension problems.

The core of reading skill is the ability to identify individual words quickly and accurately.

The ability to name unfamiliar words in the first grade is a good predictor of reading comprehension skill in the 4th grade.

Good readers do not skip words or rely on context to decode words, but read virtually every word.

Poor readers rely on contextual cues for decoding much more than good readers do.

Syntax and semantics play a role in the comprehension of text, but they do not play a role in the decoding of the individual words.

Teaching children to guess the meaning of words by context actually decreases the odds that they will learn to read well.

Children who recognize words more readily are able to focus more attention on the meaning of the words.

Children first learn to "sight" read words by memorizing the whole word.

Reading English requires two different word recognition skills - the ability to read regular words and the ability to read irregular or exception words.

Sometimes as children learn to apply the alphabetic principle and "sound out" words, they begin misspelling words they could correctly spell before.

Background knowledge and reading comprehension scores are positively correlated -- the more background knowledge a reader has about a subject, the more the reader understands when reading text about that subject.

Letter strings that are present in many different words (such as -ing) are chunked together and perceived as single units by experienced readers.

We can only access meanings of words we already know.

Reading comprehension and vocabulary knowledge are strongly correlated.

Vocabulary size is a good predictor of reading comprehension.

The more storybook reading a child experiences during the preschool years, the greater the child's vocabulary and language development.

Context is important for helping children to learn the meanings of unfamiliar words.

Knowledge of syntax is important when the reader is reading for meaning.

Reading achievement differences can be detected in the first grade.

Reading and writing develop concurrently and interrelatedly.

Matthew Effect: Children who have difficulties learning to read early are likely to have reading difficulties throughout schooling and into adulthood.

Complete citations to the above research.

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