The goal of a Comprehensive K-3 Reading Policy is to establish intensive reading intervention for K- 3 students who are at risk of reading failure to help ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. Retention can…

Concerns regarding literacy levels in the United States are long standing. Debates have existed for decades regarding the most effective ways to teach reading, especially the polarizing dilemma of how much to focus on decoding versus code-emphasis and whole language instruction. Fortunately, as a result of concentrated research efforts and…

Special education programs for low achievers may not always be the right choice. Early identification and intervention could significantly reduce overdependence on special education. The authors reviewed pertinent literature related to the benefits of referral and placement in special education settings, and proposed strategies that would help low…

Questions pertaining to beginning reading, success, and failure are addressed. The issues of concern are: (1) When reading begins? (2) What preschool activities seem to help certain children succeed as readers? (3) What characteristics and conditions are associated with reading failure in first grade? (4) What early experiences might help children…