Reading

The first years of the new century follow a decade of controversy and confusion for many of those involved in efforts to make sure that all children learn to read. New research about reading in the 1990s provided evidence that it should be possible to teach every child to read if each child can be given the kind of instruction that meets his or her individual needs. Studies showed that schools and teachers need to be able to assess different children's needs accurately and to choose from a range of strategies to meet those needs. All children need to master the same reading skills, but they do not do so in the same way or at the same pace. Finding the right balance of teaching strategies for every child is not easy, but it is essential. As a result, today all SREB states have undertaken initiatives to help schools and teachers understand what it takes to teach all children to read. These initiatives also aim to provide the resources that schools need to accomplish this goal.

States also have begun seeking to end social promotion. Many states have established strict standards for promotion and graduation and have begun to require end-of-grade and end-of-course tests. While grade retention has been considered the most obvious alternative to social promotion, research has shown that retention rarely helps struggling students. In fact, studies show that retention greatly increases the likelihood that students will drop out of school. Finding a way to help struggling students improve their academic performance and avoid retention has become a high priority. SREB has sought to assist states in identifying ways to provide struggling students with the extra time and extra help they need. If serious reading problems are not corrected early, they can limit a student's ability to learn in every area of the curriculum.

For more information, e-mail Marilyn Thomas at marilyn.thomas@sreb.org.