Top 10 Reasons to Focus on Primary Reading Instruction

Teaching reading in grades K–2 is the most urgent task in education today. Converging research from the fields of education and neuroscience supports this stance—and tells us how to best support teachers and students in the primary grades.

The reading achievement gap The percentage of fourth graders scoring below in the U.S. is wide and persistent. proficient on the NAEP 10 According to the 2019 National Assessment of Educational reading assessment was Progress (NAEP), nearly two-thirds of fourth graders are 65% in 2019, 63% in 2017, 64% in 2015, 65% in 2013, not reading proficiently, and the rate of reading failure in and 67% in 2011, 2009, high-poverty, minority populations is much higher. and 2007.

Low skills costs the U.S. $225 billion or more each year in terms of workforce non-productivity, Illiteracy has far-reaching crime, and loss of tax revenue effects on society. due to unemployment. —National Council for 9 Illiteracy results in economic loss, and it is linked Adult Learning, 2015 to higher crime rates, higher incarceration rates, more prisons, increased alcohol and drug use, and generational learning problems.

Success in beginning reading is a prerequisite for success in reading in later years. Students who are Students who do not learn to read by the end of second grade will likely struggle 8 above grade level for with reading throughout their lives (Vaughn & Linan-Thompson, 2003). NAEP reading in grade 3 graduate and testing data show that fourth graders don’t catch up by grade 8, and eighth enroll in college at higher rates graders don’t catch up by high school graduation. than students who are at or below grade level.

—Lesnick, et al., 2010

Within his brain, the child is Instruction counts. literally building the neural circuitry that links the sounds The brain is not hard-wired for reading. Students must learn how to read, of spoken words, the phonemes, and how they’re taught makes a difference. The right instruction can help 7 develop the regions of the brain essential for proficient reading. to the print code, the letters that represent these sound.

—Shaywitz, 2003

Systematic, explicit phonics is essential.

Research has demonstrated that systematic, explicit phonics is a critical component of reading instruction. Students benefit from carefully sequenced, 6 direct instruction and an emphasis on practicing and using that knowledge in the context of meaningful reading. Systematic, explicit phonics instruction Systematic, explicit phonics instruction improves students’ word recognition, improves students’ word recognition, spelling, and reading comprehension skills spelling, and reading comprehension skills (National Reading Panel, 2000; Shaywitz, 2003; (NationalYoncheva, Reading Wise, Panel, & McCandliss, 2000; Shaywitz, 2015). 2003; Yoncheva, Wise, & McCandliss, 2015).

Alignment of decodable text to As an instructional instructional sequence is paramount. strategy, the teaching and text 5 Effective phonics instruction includes sufficient practice in decodable texts that cannot be separated. have 1) a high proportion of words with phonetically regular relationships between letters and sounds and 2) a close match between the letter-sound —Mesmer, 2001 relationship represented in text and those that the reader has been taught.

Reading richer texts benefits Building students’ capacity to read children by exposing them to a wider variety and volume of words as well as complex text starts with early exposure a greater range of concepts. Both variety to different kinds of text. and volume of text would seem necessary 4 for the development of good decoding Beginning readers not only need to secure their decoding skills with decodable text, and comprehension skills.

they need read-aloud experiences to build content knowledge, vocabulary, and —Kuhn, et al., 2006 listening comprehension. As their competence grows, students also need to read grade-appropriate complex text, with teacher mediation as necessary.

A deficiency in any of A deficiency in any of the component skills has the the component skills has the Integrated language arts potential to affect the development potential to affect the development of other skills and, ultimately, supports literacy development. of other skills and, ultimately, Systematic phonics is most effective when it is integrated the development of the child Systematic phonics is most effective when it is integrated the development of the child 3 with all the language arts, not taught as a separate subject as a proficient reader. with all the language arts, not taught as a separate subject as a proficient reader. or add-on to an existing program. It is especially critical —Hudson, Torgesen, Lane, or add-on to an existing program. It is especially critical —Hudson, Torgesen, Lane, that both encoding (spelling) and decoding (reading) are & Turner, 2012 that both encoding (spelling) and decoding (reading) are & Turner, 2012 practiced in the beginning stages of learning to read. practiced in the beginning stages of learning to read.

Early success with reading has lasting effects on motivation. Phonological processing ability and letter-name Success is critical for motivation. Students who struggle 2 knowledge…not only predict to decode begin to avoid reading, setting off a cycle of subsequent reading performance reading difficulties. Students who experience early success but also academic self-concept believe in their ability as readers and continue to read and and reading self-efficacy reap the rewards of intrinsically motivated reading. (Chapman & Tunmer, 2003).

Prevention in the primary grades is the key to closing the reading gap. 1 Research tells us that we can prevent reading failure for the vast majority of students with evidence-based instruction; the percentage of first graders below the 30th percentile can be reduced to 4–6% (Foorman et al., 1998; Mathes et al., 2005; Vellutino, et al., 2007; Torgesen, 2002). The right instruction and the right materials at the right time really matter. A large body of research evidence shows that with appropriate, intensive instruction, all but the most severe reading disabilities can be ameliorated in the early grades and students can get on track toward academic success.

—Moats, 2011

References

Chapman, J. W. & Tunmer, W. E. (2003). Reading difficulties, reading- National Center for Education Statistics (NCES). (various years, 2007– related self-perceptions, and strategies for overcoming negative 2019). National assessment of educational progress: The nation’s self-beliefs.References Reading and Writing Quarterly, 19, 5–24. report card. Washington, DC: U.S. Department of Education. Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & National Council for Adult Learning. (2015). Adult education facts that Chapman, J. W. & Tunmer, W. E. (2003). Reading difficulties, reading- National Center for Education Statistics (NCES). (various years, 2007– Mehta, P. (1998). The role of instruction in learning to read: Preventing demand priority attention. Retrieved from http://www.ncalamerica.org/ related self-perceptions, and strategies for overcoming negative 2019). National assessment of educational progress: The nation’s reading failure in at-risk children. Journal of Educational Psychology AdultEDFacts&Figures1215.pdf self-beliefs. Reading and Writing Quarterly, 19, 5–24. report card. Washington, DC: U.S. Department of Education. (1), 37–55. 90 National Institute of Child Health and Human Development. (2000). Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & National Council for Adult Learning. (2015). Adult education facts that Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Mehta, P. (1998). The role of instruction in learning to read: Preventing demandReport of priority the national attention. reading Retrieved panel: from Teaching http://www.ncalamerica.org/ children to read: An Relationsreading among failure readingin at-risk skills children. and sub-skillsJournal of Educationaland text-level Psychology AdultEDFacts&Figures1215.pdfevidence-based assessment of the scientific research literature on reading90(1), proficiency 37–55. in developing readers.Reading and Writing: An reading and its implications for reading instruction: Reports of the Interdisciplinary Journal, 25(2), 483–507. Nationalsubgroups Institute (NIH of publicationChild Health No. and 00-4754). Human Development. Washington, (2000). D.C.: U.S. Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). ReportGovernment of the nationalPrinting readingOffice. panel: Teaching children to read: An Kuhn, RelationsM. R., Schwanenflugel, among reading skillsP. J., andMorris, sub-skills R. D., andMorrow, text-level L. M., Woo, D. evidence-based assessment of the scientific research literature on G., readingMeisinger, proficiency E. B., Sevcik, in developing R. A., Bradley, readers. B.Reading A., & Stahl, and Writing: S. A. (2006). An Shaywitz,reading S.and E. its (2003). implications Overcoming for reading dyslexia: instruction: A new andReports complete of the TeachingInterdisciplinary children toJournal, become 25 fluent(2), 483–507. and automatic readers.Journal of subgroupsscience-based (NIH programpublication for No. reading 00-4754). problems Washington, at any level D.C.:. New U.S. York, Literacy Research, 38(4), 357–387. GovernmentNY: Alfred A. Printing Knopf. Office. Kuhn, M. R., Schwanenflugel, P. J., Morris, R. D., Morrow, L. M., Woo, D. Lesnick,G., J.,Meisinger, Goerge, E. R., B., Smithgall, Sevcik, R. C., A., & Bradley, Gwynne, B. J.A., (2010). & Stahl, Reading S. A. (2006). Shaywitz,Torgesen, S.J. E.K. (2003). (2002). Overcoming The prevention dyslexia: of reading A new anddifficulties. completeJournal of on Teachinggrade level children in third to grade:become How fluent is it andrelated automatic to high readers. schoolJournal of science-basedSchool Psychology, program 40, for7–26. reading problems at any level. New York, performanceLiteracy Research, and college 38(4), enrollment? 357–387. Chicago: Chapin Hall at the NY: Alfred A. Knopf. Vaughn, S. & Linan-Thompson, S. (2003). Group size and time allotted University of Chicago. Lesnick, J., Goerge, R., Smithgall, C., & Gwynne, J. (2010). Reading Torgesen,to intervention: J. K. (2002). Effects The forprevention students of with reading reading difficulties. difficulties.Journal In ofB. Mathes,on P.grade G., Denton, level in thirdC. A., grade: Fletcher, How J. is M., it related Anthony, to high J. L., school Francis, D. SchoolR. Foorman Psychology, (Ed.), Preventing40, 7–26. and Remediating Reading Difficulties: performance and college enrollment? Chicago: Chapin Hall at the J. & Schatschneider, C. (2005). The effects of theoretically different Vaughn,Bringing S. & Science Linan-Thompson, to Scale (pp. S. (2003). 299–324). Group Timonium, size and time MD: allotted York Press. instructionUniversity and of studentChicago. characteristics on the skills of struggling Vellutino,to intervention: F. R., Tunmer, Effects W. for E., students Jaccard, with J. readingJ., & Chen, difficulties. R. (2007). In B. readers. , 148–182. Mathes, P.Reading G., Denton, Research C. A., Quarterly,Fletcher, J. 40 M., Anthony, J. L., Francis, D. R.Components Foorman (Ed.), of reading Preventing ability: and Multivariate Remediating evidence Reading Difficulties:for a convergent Mesmer,J. & H. Schatschneider, A. E. (2001). Decodable C. (2005). text:The effectsA review of theoreticallyof what we know. different Bringingskills model Science of reading to Scale development. (pp. 299–324). Scientific Timonium, Studies MD: Yorkof Reading, Press. instruction and student characteristics on the skills of struggling Reading Research & Instruction, 40(2), 121–142. Vellutino,11(1), 3–32.F. R., Tunmer, W. E., Jaccard, J. J., & Chen, R. (2007). readers. Reading Research Quarterly, 40, 148–182. Moats, L. (Spring, 2011). Knowledge and practice standards for Teachers Yoncheva,Components Y., Wise, of reading J., McCandliss, ability: Multivariate B. (2015). evidence Hemispheric for a convergent specialization Mesmer, H. A. E. (2001). Decodable text: A review of what we know. skills model of reading development. of Reading—A new initiative by the International Reading Association. for visual words is shaped by attentionScientific to sublexical Studies units of Reading, during initial Reading Research & Instruction, 40(2), 121–142. 11(1), 3–32. Perspectives on Language and Literacy, 51–52. learning. Brain & Language, 145–146, 23–33. Moats, L. (Spring, 2011). Knowledge and practice standards for Teachers Yoncheva, Y., Wise, J., McCandliss, B. (2015). Hemispheric specialization of Reading—A new initiative by the International Reading Association. for visual words is shaped by attention to sublexical units during initial Perspectives on Language and Literacy, 51–52. learning. Brain & Language, 145–146, 23–33.

R1566 01.20

R1566 01.20