Phonics

Beating the Odds in Teaching All Children to Read

by Barbara M. Taylor, P. David Pearson, Kathleen F. Clark, Sharon Walpole / Center for the Improvement of Early Reading Achievement

Taylor, B., Pearson, P., Clark, K., & Walpole, S. (1999). Beating the odds in teaching all children to read. CIERA Report #2-006. University of Michigan: Ann Arbor.

Topics Covered: Best Teaching Practices / Professional Development; Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early Elementary (K-3);

Tags: Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Phonics; Phonological Awareness; Placement; Struggling Readers; Vocabulary;

Target Population: Elementary

Research Questions the Report Poses: Which school-level and teacher-level factors affect reading achievement?

Summary:

The authors used quantitative and descriptive methods to investigate school and classroom factors related to primary-grade reading achievement. Fourteen schools across the U.S. with moderate to high numbers of students on subsidized lunch were identified as most, moderately, or least effective based on several measures of reading achievement in the primary grades.

A combination of school and teacher factors, many of which were intertwined, was found to be important in the most effective schools. Statistically significant school factors included strong links to parents, systematic assessment of pupil progress, strong building communication, and a collaborative model for the delivery of reading instruction, including early reading interventions. Statistically significant teacher factors included time spent in small group instruction, time spent in independent reading, high pupil engagement, and strong home communication. More of the most accomplished teachers were frequently observed teaching word recognition by coaching as children were reading, in addition to providing explicit phonics instruction, than the least accomplished teachers and teachers in the moderately or least effective schools.

Additionally, more of the most accomplished teachers and those in effective schools were frequently observed asking higher level questions after reading than their counterparts. In all of the most effective schools, reading was clearly a priority at both the building and classroom level.

Findings:

• Children in primary grades make the greatest growth when a high proportion of their reading instruction is delivered through small ability groups, with regularly monitored progress, and plenty of time to learn needed skills and strategies
• Teachers that help students thrive in reading are skilled coaches and keep all children academically engaged
• Schools have a long way to go in improving reading instruction in the primary grades

Policy Recommendations:
n/a see findings

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Early Literacy: Policy and Practice in the Preschool Years

by Dorothy Strickland and Shannon Riley-Ayers

Strickland, D., Riley-Ayers, S. (2006). Early Literacy: Policy and Practice in the Preschool Years. National Institute for Early Education Research (NIEER), Rutgers University.

Topics Covered: Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K);

Tags: Books and Other Reading Materials; Comprehension; Motivation; Phonics; Phonological Awareness; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Preschool, Elementary

Research Questions the Report Poses: The policy paper analyzes the literature for specific skills and abilities that predict early childhood reading outcomes as they age.

Summary: Early childhood professionals have long recognized the importance of language and literacy in preparing children to succeed in school. Early literacy plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement, reduced grade retention, higher graduation rates, and enhanced productivity in adult life. This report synthesizes the body of professional knowledge about early literacy and offers research-based recommendations.

Policy Recommendations:

• All children should have access to early childhood programs with strong literacy components that include clear adaptations for children with special needs.
• Early literacy curricula and teaching practices should be evidence-based, integrated with all domains of learning, and understandable to staff members.
• Early literacy standards should be established that articulate with K-12 programs and reflect consistency and continuity with overall program goals.
• Early literacy assessment should use multiple methods and use the information to improve both teaching and the total preschool program.
• Standards for early childhood professionals should require staff to meet early literacy instructional standards.
• Parent involvement programs should have a strong early literacy component that guides parents and caregivers in providing early literacy experiences at home.
• Support for English Language Learners should be specified and provided in both the home language and English where feasible.

• Full report

ELLs: Boosting Academic Achievement

by American Educational Research Association

Resnick, L.B., Ed. (2004). English Language Learners: Boosting Academic Achievement. Research Points, 2(1). American Educational Research Association: Washington DC.

Topics Covered: Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K); Literacy and Reading / Writing Instruction; Early Elementary (K-3);

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Fluency; Instructional Programs; Language Proficiency; Phonics; Phonological Awareness; Placement; Spelling; Transfer of Literacy Skills; Vocabulary;

Target Population: Preschool, Elementary

Research Questions the Report Poses: Beyond the debate over bilingual versus English-only education, the fundamental question remains: What are the best ways to teach English literacy to English language learners, and what rate of achievement in English is realistic to expect?

Summary:

With nearly one in twelve public school children receiving special assistance to learn English, researchers are investigating effective ways to teach English literacy and boost academic achievement for ELLs. This American Educational Research Association brief estimates that with explicit phonics instruction and frequent assessment, young ELLs can master the basics of English literacy. To sustain academic achievement, vocabulary and comprehension strategies must continue to develop in a structured, supported, and inclusive learning environment.

Findings:

• ELLs need the same kind of reading instruction that works for native speakers, more of it, and they need to be watched carefully so they get help adjusted to their language development needs as soon as they encounter problems;
• ELL students can learn basic English reading skills in two years, but their chances of falling behind later in school are greater than native English speaking children;
• There is no evidence that the extra teaching that ELLs need can be effectively offered in "pullout" programs that are not closely integrated with the main literacy program;
• ELLs benefit from lengthening the school day and/or year; and
• ELLs need teachers who can deliver reading instruction shown to be most effective, and these teachers need intensive professional development

Policy Recommendations:

• Give English language learners extra time and instruction in literacy, either through longer school days or extended years;
• Assign the best teachers to English learners and provide professional development in effective teaching strategies;
• Use proven techniques for teaching basic word recognition skills, including phonics and phonological awareness;
• Provide lots of practice reading and frequent assessments to pinpoint children's reading strengths and weaknesses;
• Provide structured academic conversation, built around books and other subject matter activities to build vocabulary and comprehension; and
• Provide several years of intensive, high-quality instruction to help students master the vocabulary, comprehension, and oral language skills that will make them fully fluent in speaking, reading, and writing English.

• Download research brief (89KB PDF)*

Getting Ready for Reading: Early Phoneme Awareness and Phonics Teaching Improves Reading and Spelling in Inner-city Second Language Learners

by M. Stuart

Stuart, M. (1999). Getting ready for reading: early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69, 587-605.

Topics Covered: Assessment and Accommodations; Best Teaching Practices / Professional Development;

Tags: Bilingualism / Biliteracy; Comprehension; Fluency; Instructional Programs; Motivation; Phonics; Phonological Awareness; Reading; Spelling; Struggling Readers; Vocabulary;

Target Population: Preschool, Elementary

Research Questions the Report Poses: Does a commercially available early literacy program for ELLs improve reading and spelling.

Summary: Previous studies demonstrate that phoneme awareness training, particularly when combined with letter-sound teaching, results in improved reading and spelling development. This study seeks to extend previous findings by including children learning English as a second language, who have typically been excluded from previous studies.

Findings:

• The experimental program accelerated children's acquisition of phoneme awareness and of phonics knowledge;
• Student's ability to apply phoneme awareness and phonics knowledge awareness in reading and writing improved in the experimental group;
• An early focus on teaching phoneme awareness and phonics can significantly improve reading and spelling standards in inner city second language learners.

Policy Recommendations:
Stuart, M. (1999). Getting ready for reading: early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69, 587-605.

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Improving Reading Comprehension of English Learners Through Listening Comprehension Instruction

by University of California's Linguistic Minority Research Institute / Emily Solari

Solari, E. (2007). Improving Reading Comprehension of English Learners through Listening Comprehension Instruction. University of California Linguistic Minority Research Institute: Santa Barbara, California

Topics Covered: Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K); Literacy and Reading / Writing Instruction; Early Elementary (K-3);

Tags: Differentiated Instruction; Fluency; Instructional Programs; Latino ELL Students; Phonics; Phonological Awareness; Struggling Readers; Transfer of Literacy Skills; Vocabulary;

Target Population: Preschool, Elementary

Research Questions the Report Poses: Can focusing on listening comprehension help ELLs to improve their overall literacy?

Summary: The article is a summary of research conducted on Spanish-speaking kindergarten students. The aim of the research was to see if, by concentrating on listening comprehension with on a group of students, their reading comprehension could be raised. The research was conducted using both at risk and non-at risk students, and results were compared against a control group that did not receive emphasis on listening comprehension.

Findings:

• Intervention for ELL kindergarteners, both at-risk and non at-risk, can concentrate on an important pre-cursor to reading comprehension (i.e. listening comprehension) without loss of positive effects on word level skills.

Policy Recommendations:
No recommendations given other than to examine more closely the use of listening comprehension and other reading pre-cursors in interventions.

• Link to Full Report

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n/a

Learning to Read and Write: Developmentally Appropriate Practices for Young Children

by National Association for the Education of Young Children (NAEYC); International Reading Association (IRA)

International Reading Association (IRA) & National Association for the Education of Young Children (NAEYC). (2009). Learning to read and write: Developmentally appropriate practices for young children. NAEYC: Washington, DC.

Topics Covered: Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K); Literacy and Reading / Writing Instruction; Early Elementary (K-3);

Tags: Books and Other Reading Materials; Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Motivation; Phonics; Phonological Awareness; Placement; Reading; Vocabulary; Writing;

Target Population: Preschool, Elementary

Research Questions the Report Poses: How does the research from the 1990s inform best practices for teachers and policymakers when it comes to teaching young students how to read and write?

Summary: Learning to read and write is critical to a child's success in school and later in life. Although reading and writing abilities continue to develop throughout the life span, the early childhood years--from birth through age eight--are the most important period for literacy development. The primary purpose of this position statement is to provide guidance to teachers of young children in schools and early childhood programs (including child care centers, preschools, and family child care homes) serving children from birth through age eight. By and large, the principles and practices suggested here also will be of interest to any adults who are in a position to influence a young child's learning and development--parents, grandparents, older siblings, tutors, and other community members.

Findings:
n/a

Policy Recommendations:

1. A comprehensive, consistent system of early childhood professional preparation and ongoing professional development
2. Sufficient resources to ensure adequate ratios of qualified teachers to children and small groups for individualizing instruction.
3. Sufficient resources to ensure classrooms, schools, and public libraries that include a wide range of high-quality children's books, computer software, and multimedia resources at various levels of difficulty and reflecting various cultural and family backgrounds.
4. Policies that promote children's continuous learning progress.
5. Appropriate assessment strategies that promote children's learning and development.
6. Access to regular, ongoing health care for every child.
7. Increased public investment to ensure access to high-quality preschool and child care programs for all children who need them.

• Full article

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n/a

Musical Training Helps Language Processing, Studies Show

by Lisa Trei

Trei, L. Musical Training Helps Language Processing, Studies Show. Stanford Report, 15 November 2005.

Topics Covered: Multicultural Education / Diversity / Culturally-Responsive Inst;

Tags: Comprehension; Phonics; Phonological Awareness;

Target Population: Preschool, Elementary, Middle, High School, Post-Secondary

Research Questions the Report Poses: Does musical training help people detect small differences in word syllables? How does musical training affect the way the brain operates?

Summary:

In what will be music to the ears of arts advocates, researchers for the first time have shown that mastering a musical instrument improves the way the human brain processes parts of spoken language. The findings could bolster efforts to make music as much a part of elementary school education as reading and mathematics.

Findings:

• People with significant musical experience found it easier than non-musicians to detect small differences in word syllables; and
• Musical training helps the brain work more efficiently in distinguishing differences between rapidly changing sounds that are essential to processing language

Policy Recommendations:
N/A

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n/a

National Literacy Panel's Executive Summary
Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.

by National Literacy Panel, Diane August, Timothy Shanahan

August, D. and Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Center for Applied Linguistics, Lawrence Erlbaum Associates: Mahwah, NJ.

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Content Areas: The Arts; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Phonics; Phonological Awareness; Placement; Vocabulary; Writing;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: How do ELL students acquire literacy in a second language?

Summary: The National Literacy Panel on Language Minority Children and Youth systematically and rigorously examined the research on acquiring literacy in a second language. The full report was never published but the executive summary is useful for its vision and purposeful intent.

Findings:

• Instructional approaches that focus on phonemic awareness, phonics, fluency, vocabulary, and text comprehension-have clear benefits for ELLs. Like their native English speaking peers, ELLs benefit from these strategies as well as writing instruction.
• For students to become literate in English several instructional qualities need to be met including: content coverage, intensity and thorough instruction,
• ELL specific instruction, monitoring learning, and teacher preparation.
• Oral proficiency and literacy in the first language can be used to facilitate literacy development in English.
• Researchers have documented few sociocultural impacts on literacy achievement or development. However, researchers have found that home language experiences can have a positive impact on literacy achievement.

• Link to Full Report

Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for the Instruction and Academic Interventions

by David J. Francis and Mabel Rivera/Center on Instruction English Language Learners Strand, Nonie Lesaux and Michael Kieffer/Havard Graduate School of Education, Hector Rivera/Center on Instruction English Language Learners Strand

Francis, David J., Mabel Rivera, Nonie Lesaux, and Hector Rivera. (2006). Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners, Retrieved April 11,2008, from http://www.centeroninstruction.org/files/ELL1-Interventions.pdf

Topics Covered: About ELLs; Assessment and Accommodations; Learning Disabilities and Special Education; Literacy and Reading / Writing Instruction;

Tags: American Indian ELL Students; Asian ELL Students; Comprehension; Content Areas: Math; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Phonics; Phonological Awareness; Reading; Struggling Readers; Vocabulary; Writing;

Target Population: Elementary School, Middle School, High School

Research Questions the Report Poses: What students are classified as being English Language Learners? How are they best identified, and what recommendations should be made to more adequately instruct possible ELL students to prevent further learning difficulties?

Summary: After briefly highlighting the characteristics of and how to best identify ELL students the articles attempts to show the importance of effective instruction and intervention not only for academically struggling ELL students, but also for all ELL students including those individuals who are linguistically fluent in English. Before looking into the proposed recommendations the article also briefly looks into the importance of mastering academic language skills as key elements to academic success. The importance of academic language skills is revisited under the recommendations sections for both reading comprehension and mathematics.

Findings:

• Statistics for ELLs may be hard to obtain or may be inaccurate since many ELL students go without being properly identified
• ELL students can better from more individualized instruction
• Mastery of academic language is necessary for academic success, which can prove to be difficult even for English speaking proficient ELLs
• In order to provide effective support of reading comprehension to ELLs educators must have an understanding of the child's individual needs
• In addition to reading comprehension it is crucial for students to become proficient in mathematics

Policy Recommendations:
While the article did not have any specific policy recommendations the recommendations listed in the article could be taken as such and thus included in this section.

Recommendations for Reading Instruction and interventions:

• ELLs need early, explicit, and intensive instruction in phonological awareness and phonics in order to build decoding skills.
• K-12 classrooms across the nation must increase opportunities for ELLs to develop sophisticated vocabulary knowledge.
• Reading instruction in K-12 classrooms must equip ELLs with strategies and knowledge to comprehend and analyze challenging narrative and expository texts.
• Instruction and intervention to promote ELLs' reading fluency must focus on vocabulary and increased exposure to print.
• In all K-12 classrooms across the U.S., ELLs need significant opportunities to engage in structured, academic talk.
• Independent reading is only beneficial when it is structured and purposeful, and there is a good reader-text match.

• ELLs need early explicit and intensive instruction and intervention in basic mathematics concepts and skill.
• Academic language is as central to mathematics as it is to other academic areas. It is a significant source of difficulty for many ELLs who struggle with mathematics.
• ELLs need academic language support to understand and solve the word problems that are often used for mathematics assessment and instruction.

• Link to Full Report

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N/A

Recognition and Response: An Early Intervening System for Young Children At-Risk for Learning Disabilities

by Mary Ruth Coleman, Virginia Buysse, and Jennifer Neitzel / FPG Child Development Institute at the University of North Carolina at Chapel Hill

Coleman, M.R., Buysse, V. & Neitzel, J. (2006). Recognition and Response: An early intervening system for young children at-risk for learning disabilities. The University of North Carolina at Chapel Hill, FPG Child Development Institute: Chapel Hill, NC.

Topics Covered: Best Teaching Practices / Professional Development;

Tags: Comprehension; Instructional Programs; Intervention; Parent Involvement and Outreach / PTA; Phonics; Phonological Awareness; Struggling Readers; Transfer of Literacy Skills;

Target Population: Preschool, Elementary

Research Questions the Report Poses: How can a "Recognition and Response" system be integrated into classrooms to identify struggling students who may have learning disabilities and get them the help they need?

Summary:

Some young children show signs that they may not be learning in an expected manner, even before they begin kindergarten. These children may exhibit problems in areas such as language development, phonological awareness, perceptual-motor abilities, and attention, which are considered precursors of learning disabilities in older children. However, under current state and federal guidelines, these children are unlikely to meet eligibility criteria for having a learning disability. This is because formal identification of a child's learning disability generally does not occur until there is a measurable discrepancy between the child's aptitude and academic achievement, often not until the second or third grade.

This report describes a method of addressing those warning signs immediately.

Findings:

• There is an "emerging body of empirical evidence" that RTI is effective at identifying "at-risk" students.
• Despite the general effectiveness of RTI, the manner of implementation, the definition of RTI, and the way students were evaluated varied widely.
• Many studies of RTI only include grades 1-3. This leaves doubt as to how the program could be implemented with children as young as three or four.
• Because the studies examined in this report only examined RTI when used with reading and phonics, it remains to be seen how effective RTI could be with other subjects.

Policy Recommendations:

• Further develop the Recognition and Response system by (a) specifying in more detail each of the four components (i.e., an intervention hierarchy; screening, assessment, and progress monitoring; research-based curriculum, instruction, and focused interventions; a collaborative problem-solving process for decision-making) and (b) creating the tools and resources related to implementing each component.
• Evaluate the efficacy and effectiveness of the Recognition and Response system through future research.
• Use professional development as the primary vehicle for disseminating information about the Recognition and Response system to front line early childhood professionals—teachers, specialists, and administrators.
• Develop and evaluate dissemination strategies (consisting of print, electronic, and oral presentation methods) to communicate information about the Recognition and Response system with a wide audience that includes parents of young children, researchers, policy makers, and the general public.
• Develop (or adapt) existing public policies related to program standards and professional competencies to support the widespread adoption and implementation of the Recognition and Response system throughout various sectors of the early childhood field (e.g., child care centers and homes, public and private pre-k programs, Head Start).

• Go to Executive Summary
• Download full report (130KB PDF)*

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n/a

Saying the "P" Word: Nine Guidelines for Exemplary Phonics Instruction

Stahl, S. (1992). Saying the “p” word: Nine guidelines for exemplary phonics instruction. The Reading Teacher, 45, 618-625.

Topics Covered: Literacy and Reading / Writing Instruction;

Tags: Phonics; Phonological Awareness;

Summary: Exemplary phonics instruction should build on a child's rich concepts about how print functions and build on a foundation of phonemic awareness. Effective phonics instruction is clear and direct and integrated into a total reading program. It focuses on reading words, not learning rules and may include onsets and rimes and invented spelling. Exemplary phonics instruction develops independent word recognition strategies, focusing attention on the internal structure of the word and develops automatic word recognition skills so that attention can be devoted to comprehension.

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Technology and Teaching Children to Read

by Diana Sherman, Glenn Kleiman, and Kirsten Peterson

Sherman, D., Kleiman, G., and Peterson, K. (2004). Technology and Teaching Children to Read. Education Development Center.

Topics Covered: Best Teaching Practices / Professional Development; Literacy and Reading / Writing Instruction; Technology;

Tags: Comprehension; Fluency; Motivation; Phonics; Phonological Awareness; Reading; Vocabulary;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: What does recent research say about the benefits of technology in helping students learn to read?

Summary: Reading specialists, technology specialists, and classroom teachers: Look here for ways to effectively implement technology within K-6 reading programs. Research-based guidelines from the National Reading Panel report (NRP, 2000) frame the discussion about the potential uses of multimedia digital technology to enhance reading instruction.

Findings:

• Available research points to many possibilities for technology to enhance reading instruction
• Decisions about the effective uses of technology need to be based on an understanding of the school or district reading program
• Understanding of the potential uses of technology and a careful analysis of the alignment between the needs of the reading program and the capabilities brought by the technology is vital
• Technology can help make a good reading program more effective, but technology's value depends upon the quality of the overall reading program and the thoughtful and careful implementation of technology

Policy Recommendations:
N/A

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N/A

What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning

by National Council on Teacher Quality / Kate Walsh, Deborah Glaser, Danielle Dunne Wilcox

Walsh, K., Glaser, D., and Dunne Wilcox, D. (2006). What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning. National Council on Teacher Quality: Washington DC.

Topics Covered: Best Teaching Practices / Professional Development;

Tags: Curriculum; Instructional Programs; Phonics; Phonological Awareness;

Target Population: Post-Secondary

Research Questions the Report Poses: National Council on Teacher Quality (NCTQ) examined what aspiring elementary teachers are learning about reading instruction during their formal undergraduate training. They asked: what do education schools teach elementary teacher candidates about reading instruction?

Summary: When some children are learning to read, they catch on so quickly that it appears effortless. It does not seem to matter what reading curriculum or teachers they encounter, for they arrive at school already possessing the important foundational skills. For other children, though, the path to literacy is far more difficult and by no means assured. It matters very much what curriculum their schools use and who their first teachers are.

Findings:

• Most Education Schools are not teaching the science of reading
• Even courses claiming to provide a "balanced" approach ignore the science of reading.
• Characteristics such as national accreditation do not increase the likelihood that an education school is more likely than others to teach the science of reading.
• Phonics is taught more frequently than any other component of reading instruction, suggesting that ideological resistance to the "phonics camp" does not fully explain why the science is being ignored.
• Much of current reading instruction is incompatible with the science.
• Teacher educators portray the science of reading instruction as one approach that is no more valid than others.
• Many courses reflect low expectations, with little evidence of college-level work.
• The quality of almost all reading textbooks is poor. Their content includes little to no hard science, and in far too many cases they are inaccurate and misleading.
• There is no agreement in the field about what constitutes "seminal" texts.

Policy Recommendations:
States:

• States need to develop both strong reading standards and licensing tests based on those standards;
• New teachers should be required to pass a stand-alone test in reading instruction; and
• States should not only require reading courses, but should align those courses content with the state reading standards based in science

• Accreditation should hinge on an education school's commitment to using research-based instructional methods in reading to prepare teacher candidates;
• Accrediting agencies, including the National Council for Accreditation of Teacher Education (NCATE), the Teacher Education Accreditation Council (TEAC), and various regional accrediting bodies, should exercise responsibility when it comes to accreditation by denying accreditation to schools that do not teach the science of reading; and
• AACTE should advocate for the science of reading, providing professional development opportunities for teacher educators to retool their skills

• Elementary teachers should be required to pass a test in reading to achieve to meet NCLB's "highly qualified teacher";
• Education schools should be eligible to receive title II professional development funds to improve faculty expertise in reading.
• Federal funds could directed toward allowing college faculty members to update their knowledge and skills in reading, as well as toward hiring adjunct professors who are already knowledgeable in what works in reading.

• Publishers need to identify legitimate experts in the field and hire them to develop and write better reading textbooks.

• Education schools need to build faculty expertise in reading.

• Full report

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NATIONAL COUNCIL ON TEACHER QUALITY
1225 19th Street N.W., Suite 800
Washington, D.C. 20036
Tel 202 222-0561 Fax 202 222-0570 Web
www.nctq.org