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This summary is drawn from two primary sources-the RAND Reading Study Group Report (2002) prepared for the Office of Educational Research and Improvement (OERI) and RRSG Chair Catherine E. Snow's (Document No. MR- 1465-OERI, 2002) Executive Summary.
In the belief that quality reading instruction and early literacy intervention would eliminate many reading difficulties, the nation entered a sprint to assist readers in grades K to 3 during the last and current decade. However, the focus on early literacy primarily targeted the acquisition of print skills, and assumed that vocabulary and comprehension would fall into place, as readers became proficient users of print skills. But we know better than that. We know that students in all grades need to learn and practice a whole set of complex reading, writing, and language skills so that they can handle the variety of texts that become increasingly more sophisticated as they advance from grades K through 12. Our schools are now at risk of losing millions of older children who continue to need help learning to read after third grade, and most likely will need continued support until they leave twelfth grade.
As the literacy expectations for older readers increased during the 1990s, the federal resources for research in reading beyond third grade became inadequate to cope with the failure of large number of students in fourth grade and beyond who were not prepared to meet those high expectations. From our experience working with struggling readers at Central Connecticut State University Literacy Center over the past 30 years, there is clear evidence to indicate that struggling readers often need greater support as they advance in grades. Unfortunately, the limited focus on early literacy appears to neglect children beyond fourth grade. The RAND Report: Reading for Understanding: Toward an R&D Program in Reading Comprehension published in 2002 reiterates these issues of concern and proposes ways of addressing them. We are convinced that the RAND Report is a timely and relevant document, particularly for literacy educators.
The Office of Educational Research and Improvement of the U.S. Department of Education charged the RAND Reading Study Group (RRSG), a nonprofit institution that helps improve policy and decision-making through research and analysis, with proposing strategic guidelines and a research...