Critiques Freyd and Lytle's evaluation of the IBM Writing to Read program in the same "Educational Leadership" issue. Claims that WTR helps kindergarten and first grade students produce stories they otherwise would not have written and that research results were misinterpreted. IBM should be allowed to compete in the language education…

This executive summary describes results of the "Reading First Impact Study: Interim Report." The report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child…

U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies ("interventions") that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or…

Reading was, is, and always must come first in the early school years. Without a firm basis in reading, children are going to have a tough time in school and, later, in the world beyond the elementary school doors. Children need math and all the other wonderful things they are exposed to in school, but without some degree of success in reading,…

In this practitioners' guide, a recognized reading expert explains how educators, parents, and concerned citizens can spot ineffective reading programs that may hide under the "scientifically-based" banner. Although the term "whole language" is not commonly used today, programs based on its premises remain popular. These…

The relationship between phonics and linguistics is considered. Certain observations concerning each are offered by the author. Phonics generalizations from reading experts and from linguists are presented. It is noted that the linguists offer critical observations of phonics instruction mainly because so much confusion is present in the…

Teachers today are in a stranglehold as a glut of mandates and standards restrict their ability to make decisions in their own classrooms. In many schools, scripted, regimented commercial programs further erode their power to view their students as individuals with unique talents and needs. Even the words they use "to teach" are no…

Noting that the role of phonics in reading and writing has become as much a political issue as it has an educational one, this pamphlet offers a position statement regarding the role of phonics in a total reading program. It begins with three assertions regarding phonics and the teaching of reading: (1) the teaching of phonics is an important…

Responds to five questions which are frequently asked about the purpose and nature of Reading Recovery, a popular and successful program. (MG)

Suggests that many educators are finding common ground and common sense under the banner of "Balanced Literacy." Discusses the term, the search for balance, and the difficulty in maintaining a balanced literacy program. (RS)

The 2008-2009 Annual Reading First Progress Report reflects on the final year of implementation for Round I schools and the third full year of implementation for Round II schools. This report focuses on the effect that Reading First implementation has had on selected schools across Nebraska with a special focus on vulnerable populations: English…

The authors share what they learned when they assessed second graders' acts of reading. The children were in three different reading programs: Two were commercially produced and emphasized systematic, explicit phonics instruction (Reading Mastery, Open Court); the other was a literature-based program using an adaptation of guided reading. The…

Reading Recovery is part of the Every Child a Reader strategy to enable children to make a good start in reading. Reading Recovery is well known to have impressive effects in the shorter term, but less is known about its long-term effectiveness. The present study followed up at the end of Year 4: 120 comparison children, 73 children who had…

This report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 (NCLB) established Reading First and mandated its evaluation. This document is…