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Preventing Reading Difficulties in Young Children

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Preventing Reading Difficulties in Young Children DOCUMENT RESUME ED 416 465 CS 013 084 AUTHOR Snow, Catherine E., Ed.; Burns, M. Susan, Ed.; Griffin, Peg, Ed TITLE Preventing Reading Difficulties in Young Children. INSTITUTION National Academy of Sciences National Research Council, Washington, DC. Commission on Behavioral and Social Sciences and Education. SPONS AGENCY Department of Education, Washington, DC. ISBN ISBN-0-309-06418-x PUB DATE 1998-00-00 NOTE 445p.; Prepared by the Committee on the Preservation of Reading Difficulties in Young Children. CONTRACT H023S50001 PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC18 Plus Postage. DESCRIPTORS *Beginning Reading; *Classroom Environment; Early Childhood Education; Early Intervention; High Risk Students; Literature Reviews; Primary Education; *Reading Difficulties; *Reading Instruction; *Reading Research; Reading Skills; Research Needs; Teaching Methods IDENTIFIERS Reading Management ABSTRACT Suggesting that empirical work in the field of reading has advanced sufficiently to allow substantial agreed-upon results and conclusions, this literature review cuts through the detail of partially convergent, sometimes discrepant research findings to provide an integrated picture of how reading develops and how reading instruction should proceed. The focus of the review is prevention. Sketched is a picture of the conditions under which reading is most likely to develop easily--conditions that include stimulating preschool environments, excellent reading instruction, and the absence of any of a wide array of risk factors. It also provides recommendations for practice as well as recommendations for further research. After a preface and executive summary, chapters are (1) Introduction;(2) The Process of Learning to Read;(3) Who Has Reading Difficulties;(4) Predic:ors of Success and Failure in Reading; (5) Preventing Reading Difficulties before Kindergarten;(6) Instructional Strategies for Kindergarten and the Primary Grades;(7) Organizational Strategies for Kindergarten and the Primary Grades;(8) Helping Children with Reading Difficulties in Grades 1 to 3;(9) The Agents of Change; and (10) Recommendations for Practice and Research. Contains biographical sketches of the committee members and an index. Contains approximately 800 references. (RS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** U S DEPARTMENT OF EDUCATION Once of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ci This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy Alb QO 0 BEST COPY AVAILABLE tO 0 2 (-) NATIONAL NESE- COUNCWIrr Preventing Reading Difficulties inYoung Children Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors Committee on the Prevention of Reading Difficulties in Young Children Commission on Behavioral and Social Sciences and Education National Research Council NATIONAL ACADEMY PRESS Washington, DC 1998 BEST COPY AVAILABLE NATIONAL ACADEMY PRESSziot Constitution Avenue, N.W.Washington, D.C. 20418 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the Na- tional Academy of Sciences, the National Academy of Engineering, and the Institute of Medi- cine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. The study was supported by Grant No. H023S50001 between the National Academy of Sciences and the U.S. Department of Education.Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessar- ily reflect the views of the organizations or agencies that provided support for this project. Library of Congress Cataloging-in-Publication Data Committee on the Prevention of Reading Difficulties in Young Children. Preventing reading difficulties in young children / Committee on the Prevention of Reading Difficulties in Young Children ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors. p. cm. Includes bibliographical references and index. ISBN 0-309-06418-X (cloth) 1. Reading (Primary)United States. 2. Reading disabilityUnited States. 3. ReadingRemedial teachingUnited States. 4. Reading comprehensionUnited States. 5. Word recognition. I. Snow, Catherine E. II. Burns, M. Susan (Marie Susan) III. Griffin, Peg. IV. Title. LB1525.76 .C66 1998 372.4ddc21 98-9031 Additional copies of this report are available from National Academy Press, 2101 Constitu- tion Avenue, N.W., Lockbox 285, Washington, D.C. 20055. Call (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area). This report is also available online at http://www.nap.edu Printed in the United States of America Copyright 1998 by the National Academy of Sciences. All rights reserved. COMMITTEE ON THE PREVENTION OF READING DIFFICULTIES IN YOUNG CHILDREN CATHERINE SNOW (Chair), Graduate School of Education, Harvard University MARILYN JAGER ADAMS, GTE Internet Working Group, and Visiting Scholar, Harvard University BARBARA T. BOWMAN, Erikson Institute, Chicago, Illinois BARBARA FOORMAN, Department of Pediatrics, University of Texas, and Houston Medical School DOROTHY FOWLER, Fairfax County Public Schools, Annandale, Virginia CLAUDE N. GOLDENBERG, Department of Teacher Education, California State University, Long Beach EDWARD J. KAME'ENUI, Department of Special Education, University of Oregon, Eugene WILLIAM LABOV, Department of Linguistics and Psychology, University of Pennsylvania RICHARD K. OLSON, Department of Psychology, University of Colorado, Boulder ANNEMARIE SULLIVAN PALINCSAR, School of Education, University of Michigan, Ann Arbor CHARLES A. PERFETTI, Department of Psychology, University of Pittsburgh HOLLIS S. SCARBOROUGH, Brooklyn College, City University of New York, and Haskins. Laboratories, New Haven, Connecticut SALLY SHAYWITZ, Department of Pediatrics, Yale University KEITH STANOVICH, Ontario Institute for Studies in Education, University of Toronto DOROTHY STRICKLAND, Graduate School of Education, Rutgers University SAM STRINGFIELD, Center for the Social Organization of Schools, Johns Hopkins University ELIZABETH SULZBY, School of Education, University of Michigan, Ann Arbor M. SUSAN BURNS, Study Director PEG GRIFFIN, Research Associate SHARON VANDIVERE, Project Assistant iii The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the further- ance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Bruce M. Alberts is president of the National Academy of Sciences. The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers.It is autonomous in its administration and in the selection of its members, sharing with the Na- tional Academy of Sciences the responsibility for advising the federal government. The Na- tional Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engi- neers. Dr. William A. Wulf is president of the National Academy of Engineering. The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Kenneth I. Shine is president of the Institute of Medicine. The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy's pur- poses of furthering knowledge and advising the federal government. Functioning in accor- dance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engi- neering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Bruce M. Alberts and Dr. William A. Wulf are chairman and vice chairman, respectively, of the National Research Council. w BEST COPY AVAILABLE Preface "Few things in life are less efficient than a group of people trying to write a sentence" (Scott Adams, The Dilbert Principle, 1996). The decision that a group of people should write a report of this size clearly was not motivated by the goal of efficiency; it was motivated by the goals of comprehensiveness and accuracy and made feasible by the expectation
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