The following HTML text is provided to enhance online
readability. Many aspects of typography translate only awkwardly to HTML.
Please use the page image
as the authoritative form to ensure accuracy.
involved in the care and instruction of the young; and (3) to convey this advice to the targeted audiences through a variety of publications, conferences, and other outreach activities.
THE COMMITTEE'S APPROACH
The committee reviewed research on normal reading development and instruction; on risk factors useful in identifying groups and individuals at risk of reading failure; and on prevention, intervention, and instructional approaches to ensuring optimal reading outcomes.
We found many informative literatures to draw on and have aimed in this report to weave together the insights of many research traditions into clear guidelines for helping children become successful readers. In doing so, we also considered the current state of affairs in education for teachers and others working with young children; policies of federal, state, and local governments impinging on young children's education; the pressures on publishers of curriculum materials, texts, and tests; programs addressed to parents and to community action; and media activities.
Our main emphasis has been on the development of reading and on factors that relate to reading outcomes. We conceptualized our task as cutting through the detail of mostly convergent, but sometimes discrepant, research findings to provide an integrated picture of how reading develops and how its development can be promoted.
Our recommendations extend to all children. Granted, we have focused our lens on children at risk for learning to read. But much of the instructional research we have reviewed encompasses, for a variety of reasons, populations of students with varying degrees of risk. Good instruction seems to transcend characterizations of children's vulnerability for failure; the same good early literacy environment and patterns of effective instruction are required for children who might fail for different reasons.
Does this mean that the identical mix of instructional materials and strategies will work for each and every child? Of course not. If we have learned anything from this effort, it is that effective teachers are able to craft a special mix of instructional ingredients for every