Put Reading First

IN TODAY'S SCHOOLS, TOO MANY CHILDREN STRUGGLE WITH LEARNING TO READ. AS MANY TEACHERS AND PARENTS WILL ATTEST, READING FAILURE HAS EXACTED A TREMENDOUS LONG-TERM CONSEQUENCE FOR CHILDREN'S DEVELOPING SELF-CONFIDENCE AND MOTIVATION TO LEARN, AS WELL AS FOR THEIR LATER SCHOOL PERFORMANCE. WHILE THERE ARE NO EASY ANSWERS OR QUICK SOLUTIONS FOR OPTIMIZING READING ACHIEVEMENT, AN EXTENSIVE KNOWLEDGE BASE NOW EXISTS TO SHOW US THE SKILLS CHILDREN MUST LEARN IN ORDER TO READ WELL. THESE SKILLS PROVIDE THE BASIS FOR SOUND CURRICULUM DECISIONS AND INSTRUCTIONAL APPROACHES THAT CAN HELP PREVENT THE PREDICTABLE CONSEQUENCES OF EARLY READING FAILURE. THE NATIONAL READING PANEL (NRP) ISSUED A REPORT IN 2000 THAT RESPONDED TO A CONGRESSIONAL MANDATE TO HELP PARENTS, TEACHERS, AND POLICYMAKERS IDENTIFY KEY SKILLS AND METHODS CENTRAL TO READING ACHIEVEMENT. THE PANEL WAS CHARGED WITH REVIEWING RESEARCH IN READING INSTRUCTION (FOCUSING ON THE CRITICAL YEARS OF KINGERGARTEN THROUGH THIRD GRADE) AND IDENTIFYING METHODS THAT CONSISTENTLY RELATE TO READING SUCCESS.