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      In a situation of school-wide poor performance, school restructuring should be considered as a vehicle for preventing reading difficulties. Ongoing professional development for teachers is typically a component of successful school restructuring efforts.Even with excellent instruction in the early grades, some children fail to make satisfactory progress in reading. Such children will require supplementary services, ideally from a reading specialist who provides individual or small-group intensive instruction that is coordinated with high-quality instruction from the classroom teacher.Children who are having difficulty learning to read do not, as a rule, require qualitatively different instruction from children who are "getting it. Schools that lack or have abandoned reading specialist positions need to reexamine their needs for such specialists to ensure that well-trained staff are available for intervention with children and for ongoing support to classroom teachers. Reading specialists and other specialist roles need to be defined so that two-way communication is required between specialists and classroom teachers about the needs of all children at risk of or experiencing reading difficulties.Coordination is needed at the instructional level so that intervention from specialists coordinates with and supports classroom instruction. Schools that have reading specialists as well as special educators need to coordinate the roles of these specialists. Schools need to ensure that all the specialists engaged in child study or individualized educational program IEP meetings for special education placement, early childhood intervention, out-of-classroom interventions, or in-classroom support are well informed about research in reading development and the prevention of reading difficulties.Although volunteer tutors can provide valuable practice and motivational support for children learning to read, they should not be expected either to provide primary reading instruction or to instruct children with serious reading problems.Most reading difficulties can be prevented. There is much work to be done, however, that requires the aggressive deployment of the information currently available, which is distilled in this report.In addition, many questions remain unanswered concerning reading development, some of which we address in our recommendations for research. While science continues to discover more about how children learn to read and how teachers and others can help them, the knowledge currently available can equip our society to promote higher levels of literacy for large numbers of American schoolchildren.The committee's hope is that the recommendations contained in this report will provide direction for the first important steps. While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors.Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed.The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed.Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book. Switch between the Original Pages , where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text. To search the entire text of this book, type in your search term here and press Enter. Ready to take your reading offline?Click here to buy this book in print or download it as a free PDF, if available. Do you enjoy reading reports from the Academies online for free? Sign up for email notifications and we'll let you know about new publications in your areas of interest when they're released. Get This Book.Visit NAP. Looking for other ways to read this? No thanks. Suggested Citation: "Executive Summary. Preventing Reading Difficulties in Young Children. Page 1 Executive Summary Reading is essential to success in our society. Page 2 Share Cite. Page 2 involved in the care and instruction of the young; and 3 to convey this advice to the targeted audiences through a variety of publications, conferences, and other outreach activities.Page 3 Share Cite. Page 3 child they work with. Page 4 Share Cite. Page 5 Share Cite. Page 5 obstacle to reading will magnify the first two: the absence or loss of an initial motivation to read or failure to develop a mature appreciation of the rewards of reading.Page 6 Share Cite. Page 6 ensuring high-quality preschool and kindergarten environments as well. Literacy Instruction in First Through Third Grades Given the centrality of excellent instruction to the prevention of reading difficulties, the committee strongly recommends attention in every primary-grade classroom to the full array of early reading accomplishments: the alphabetic principle, reading sight words, reading words by mapping speech sounds to parts of words, achieving fluency, and comprehension.Page 7 Share Cite. Page 8 Share Cite. Page 8 invented spelling can be helpful for developing understanding of the identity and segmentation of speech sounds and sound-spelling relationships.Promoting Literacy Development in Preschool and Kindergarten It is clear from the research that the process of learning to read is a lengthy one that begins very early in life. Page 9 Share Cite. Page 9 care settings pursuant to expectations that their mothers will join the work force, it becomes critical that the preschool opportunities available to lower-income families be designed in ways that support language and literacy development.Education and Professional Development for All Involved in Literacy Instruction The critical importance of the teacher in the prevention of reading difficulties must be recognized, and efforts should be made to provide all teachers with adequate knowledge about reading and the knowledge and skill to teach reading or its developmental precur-. Page 10 Share Cite. Not all teachers can teach in all languages, but all teachers can learn specific strategies that support the maintenance of all languages Conclusion  Oral language skills, such as vocabulary and listening comprehension, grammatical knowledge, and narrative production, have received particular attention from both researchers and educators seeking to identify and meet the learning needs of DLLs, who often do not receive support for advanced levels of oral language development.Early proficiency in both L1 and English at kindergarten entry is critical to becoming academically proficient in a second language. When DLLs are exposed to English during the preschool years, they often show a preference for speaking English and a reluctance to continue speaking their L1. DLLs who fail to maintain proficiency in their home language may lose their ability to communicate with parents and family members and may risk becoming estranged from their cultural and linguistic heritage.Research is limited on how much and what type of support for each language is most effective in supporting bilingual development Conclusion  It is critical that, as they serve these families, home visiting practitioners and policy makers understand the strategies and elements of effective practices for promoting the healthy development, learning, and achievement of these children, with the goal of promoting optimal developmental and educational outcomes.Attention to how ELs are faring in grades pre-K to 12 comes at a pivotal time in American schools, when schools throughout the nation are teaching to higher curricular standards in core subject areas, including math, English language arts, and science. All students, including ELs, are expected to engage with academic content that is considerably more demanding than it used to be, and they must now demonstrate deeper levels of understanding and analysis of that content.ELs face the tasks of simultaneously achieving English proficiency and mastering grade-level academic subjects. Syntheses of evaluation studies that compare outcomes for ELs instructed in English-only programs with outcomes for ELs instructed bilingually find either that there is no difference in outcomes measured in English or that ELs in bilingual programs outperform ELs instructed only in English.Two recent studies that followed students for sufficient time to gauge longer-term effects of language of instruction on EL outcomes find benefits for bilingual compared with English-only approaches Conclusion  Oral language proficiency 5 plays an important role in content area learning for ELs.Instructional approaches developed for students who are proficient in English offer a learning advantage for ELs as well.However, these approaches are likely to be insufficient for improving the literacy achievement of ELs absent attention to oral language development.Research has identified seven practices or guidelines for educating ELs in grades K Young adolescent ELs enter middle school typically ages at what can be a turning point in their educational trajectory. Their degree of success in meeting these requirements will have consequences for their career and postsecondary education prospects.Research points to three promising practices for middle school EL instruction: 1 teachers should use the L1 to develop academic English in specific content areas in middle schools; 2 teachers should use collaborative, peer-group learning communities to support and extend teacher-led instruction; and 3 texts and other instructional materials should be at the same grade level as those used by English-proficient peers.However, the developmental needs of young adolescent ELs—specifically their cognitive and social development—and their adaptation to a different organizational structure and expectations for student independence in middle school are important factors to consider in designing and implementing instructional strategies in middle school. The processes of identity formation and social awareness, which increase during adolescence, point to the importance of teacher beliefs about ELs and their attitudes toward learning English when working with middle school ELs Conclusion  Research on instructional practices for ELs in high school is less available than that on practices for elementary school.Nonetheless, recommendations for instructional practices associated with positive language and literacy outcomes for adolescents in general are applicable to ELs as well, and practices for ELs in elementary and middle school continue to be relevant in high school instruction.Research has identified nine promising practices with clear relevance to the education of ELs in high school:. Sound assessment provides students with feedback on their learning, teachers with information with which to shape instruction and communicate with parents on the progress of their children, school leaders with information on areas of strength and weakness in instruction, and system leaders with an understanding of the overall performance of their programs.Well-established standards for assessing students and educational systems exist to guide practice. Current assessment practices vary across states, which will have primary responsibility for these assessments as the Every Student Succeeds Act ESSA of is implemented in school year , with its directive that school districts within a state share common assessment practices for identification of students as ELs and their exit from EL status. During the first 5 years of life, infants, toddlers, and preschoolers require developmental screening, observation, and ongoing assessment in both languages to support planning for individualized interactions and activities that will support their optimal development Conclusion  Moreover, the appropriate use of assessment tools and practices, as well as the communication of assessment results to families and decision makers, requires that all stakeholders be capable of understanding and interpreting the results of academic assessments administered to ELs in Eng-.Collaboration among states, professional organizations, researchers, and other stakeholders to develop common assessment frameworks and assessments is advancing progress toward this end Conclusion  In accordance with the statement of task for this study, the committee sought evidence on promising practices for ELs who are homeless and those who are unaccompanied or undocumented minors. However, such evidence is generally not specific to these populations or is lacking altogether.Systematic evaluations of practices with these specific populations are therefore needed. Evidence on promising and effective practices for migrant ELs is very limited as well. Services for migrant students vary considerably, with some states and districts having well-planned and coordinated services and others having less adequate programs and services. Three factors have the strongest influence on the identification of ELs for gifted and talented programs: 1 the assessment tools used, including measures of real-life problem solving; 2 professional development for teachers, which leads to a reduction in their bias toward ELs; and 3 district-level support.Evidence on the effects of programs for gifted and talented ELs is limited. Language revitalization is an urgent matter for members of communities whose languages are in danger of extinction. Speakers remain for only of the perhaps 1, indigenous heritage languages once spoken among American Indians and Alaska Natives in North America. For most American Indian groups, language is a key to cultural identity, and efforts to revitalize their language by teaching it to young tribal members is an important step toward maintaining and strengthening tribal culture.The reclamation of indigenous heritage languages is an important goal for many American Indian and Alaska Native communities. However, the evidence indicates that participation in strong language revitalization programs can have a positive impact on student achievement in school Conclusion  For ECE professionals, each state sets its own policies regarding employment qualifications for both the public and private sectors.Exceptions are Head Start and Military Child Care, for which requirements are set by the federal agencies. In public and private preschools, about 25 percent of teachers meet state licensing requirements. Within state-funded pre-K programs, certification, licensure, or endorsement is required.Similarly, each state has its own requirements for K teacher certification. Some states have established criteria at the preservice level, whereas others have specialist requirements beyond initial certification. Although all 50 states plus the District of Columbia offer a certificate in teaching ESL, the range of knowledge and skills required by each state varies.The professional preparation and quality of teachers and administrators, including principals and superintendents, differentiates between more and less effective schools. The issue of preparing teachers to educate ELs effectively is especially salient for states with large EL populations and those with increasing numbers of these students. Three of the nine states 6 with the highest percentages of ELs plus the District of Colum-.The great variability across state certification requirements influences the content offered to candidates by higher education and other preparation programs to provide them with the knowledge and competencies required by effective educators of these children and youth. You can expect an email response from us within 5 business days. We will do everything we can to resolve your issue.We do not offer Customer Service by telephone. While we hate to see you go you'll miss out on so many hilarious memes! We test our website on the most popular browser and operating system combinations to make sure errors like these don't occur. If you're experiencing a persistent problem, please send us an email and tell us what web browser and operating system you're using, as well as what you were trying to do when the problem occurred.Click here to get the app on iTunes and Google Play! 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