A Brief History of Reading First

Beth Antunez
National Clearinghouse for English Language Acquisistion & Language Instruction Edcuational Programs
In 1997, Congress approved the creation of a National Reading Panel (NRP) to initiate a national, comprehensive, research-based effort on alternative instructional approaches to reading instruction and to guide the development of public policy on literacy instruction (Ramírez, 2001).

Before it began its analysis of the research, the NRP reviewed the findings of a National Research Council (NRC) report, Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998), which had designated three topic areas central to learning to read: Alphabetics, Fluency, and Comprehension. After public hearings and discussion, the panel decided to focus on the following topics and subtopics for intensive study:

  • Alphabetics
    • Phonemic Awareness
    • Phonics Instruction
  • Fluency
  • Comprehension
    • Vocabulary Instruction
    • Text Comprehension Instruction
    • Teacher Preparation and Comprehension Strategies Instruction (NICHD, 2000a)

Incidentally, the NRP did not examine research studies related to second language learning and reading, nor did it address issues relevant to this topic, as a new research initiative conducted by the National Institute of Child Health and Human Development (NICHD) and the Department of Education is underway (NICHD, 2000a).

In April 2000, the NRP published its findings and recommendations in each of the topic and subtopic areas, in the form of the Report of the National Reading Panel: Report of the Subgroups. It is from this NRP report that the Reading First legislation within Title I of the No Child Left Behind Act of 2001 was formulated.

Reading First mandates that schools be held accountable for ensuring that all students read by third grade. It reinforces this mandate through funding of “scientific, research-based reading programs,” which are defined as programs that include the essential components of reading instruction. Section 1208 (3) of Title I states, “The term ‘essential components of reading instruction’ means explicit and systematic instruction in –

  1. phonemic awareness;
  2. phonics;
  3. vocabulary development;
  4. reading fluency, including oral reading skills; and
  5. reading comprehension strategies.”

Thus, these two congressionally-mandated initiatives, the NRP report and Reading First, have aimed to quell the debate about what works in reading instruction and set into place a national reading policy.

Publication Date:
Source
Directions in Language and Education (Spring 2002)
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