National Academies Press: OpenBook

Preventing Reading Difficulties in Young Children (1998)

Chapter: Part IV: Knowledge into Action

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Suggested Citation:"Part IV: Knowledge into Action." National Research Council. 1998. Preventing Reading Difficulties in Young Children. Washington, DC: The National Academies Press. doi: 10.17226/6023.
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Page 275

Part IV
Knowledge into Action

Both knowledge about reading and a commitment to improvement are required in order to develop and implement policies and practices that will help prevent reading difficulties among young children. In Part IV we describe the contemporary situation and propose our recommendations for change.

In Chapter 9, we discuss the impact that this report must have on the professionals who have daily interactions with the children in day care centers, preschools, kindergarten, and the early elementary grades and on children's families and other community members. Governmental bodies (including federal, state, and local education agencies), publishers, and the mass media also have an impact on the issues.

The best approach to teaching children to read has for decades been a matter of considerable controversy and passionate confrontation. At this point, the science base has developed sufficiently to permit this synthesis of the research on early reading development with the goal of making recommendations about preventing difficulties in reading. In Chapter 10, we weave the insights of many research traditions into clear guidelines for helping children become successful readers.

Suggested Citation:"Part IV: Knowledge into Action." National Research Council. 1998. Preventing Reading Difficulties in Young Children. Washington, DC: The National Academies Press. doi: 10.17226/6023.
×

Page 276

Suggested Citation:"Part IV: Knowledge into Action." National Research Council. 1998. Preventing Reading Difficulties in Young Children. Washington, DC: The National Academies Press. doi: 10.17226/6023.
×
Page 275
Suggested Citation:"Part IV: Knowledge into Action." National Research Council. 1998. Preventing Reading Difficulties in Young Children. Washington, DC: The National Academies Press. doi: 10.17226/6023.
×
Page 276
Next: 9. The Agents of Change »
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While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors.

Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed.

The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed.

Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.

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