We now have an evidence base that documents that we could teach every child to read by the end of first grade. However, most schools have almost none of the key aspects of instruction that have been available in the research to ensure we achieve this goal. In this paper I argue that this failure is not the result of inadequate funding but rather…

Notes that poor readers often equate reading difficulty with failure and exhibit stress reactions, and suggests that teachers take these feelings into account to help with remediation. (JC)