Press
Releases and Congressional Testimony
Press Releases
National Reading Panel Releases Report
on Research-Based Approaches to Reading Instruction;
Expert Panel Offers Its Groundbreaking Findings to U.S.
Congress and the Nation
Source: National Reading Panel
For Immediate Release Thursday,
April 13, 2000
WASHINGTON, DC (April 13, 2000) –
After nearly two years of analysis and assessment, the
National Reading Panel today officially released its
report on scientific research-based reading instruction
and its readiness for application in the classroom.
The report clearly articulates the most effective approaches
to teaching children to read, the status of the research
on reading, reading instruction practices that are ready
to be used by teachers in classrooms around the country,
and a plan to rapidly disseminate the findings to teachers
and parents.
The report is the most comprehensive
review of existing reading research to be undertaken
in American education. All told, Panel members identified
more than 100,000 research studies completed since 1966,
developed and submitted them to rigorous criteria for
their review, and conducted regional hearings to better
understand the concerns of Americans about reading instruction.
The Panel found that for children to
be good readers, they must be taught:
- phonemic awareness skills –
the ability to manipulate the sounds that make up
spoken language;
- phonics skills – the understanding
that there are relationships between letters and sounds;
- the ability to read fluently with
accuracy, speed, and expression; and
- to apply reading comprehension strategies
to enhance understanding and enjoyment of what they
read.
"This is not a report that will
sit on the shelf," noted Dr. Duane Alexander, Director
of the National Institute of Child Health and Human
Development. "We will send it to parents, teachers,
administrators, schools of education, and policymakers.
And its findings will be promoted throughout the nation
through a video report, presentations by Panel members,
targeted audience materials, and the World Wide Web."
"The National Reading Panel was
committed to identifying the most reliable research
so it can be put into practice in all classrooms in
America," said Panel Chairman Donald N. Langenberg,
Chancellor of the University System of Maryland. "This
report should help us to feel confident that we are
teaching our children to read by the most effective
methods available."
Also included in the Panel’s findings:
- While it is generally accepted knowledge
that teachers are vital to children’s success
in learning to read, little research about teacher
education exists. Teachers must understand how children
learn to read, why some children have difficulty learning
to read, and how to identify and implement the most
effective instructional approaches.
- Rigorous research is needed to understand
the potential of computers in reading instruction.
- While asking children to read silently
is an accepted practice, the research demonstrated
that it was not as effective as guided oral reading
in helping children become fluent readers.
"In 1997, Congress recognized
that too many children were reading below grade level.
Because children's reading ability is critical to their
overall success in school, this was simply unacceptable.
Congress directed the creation of the National Reading
Panel to reevaluate educational research and give our
teachers and schools a roadmap to address this problem.
I commend the National Reading Panel for coming together
in a professional and independent manner to objectively
and effectively analyze the data and for listening to
the concerns of the stakeholders. We are all grateful
for their work -- parents, teachers and schools alike.
Now, it’s Congress’ job to make sure that
teachers and parents across America have access to these
important findings," stated U.S. Representative
Anne M. Northup.
In addition to assessing the wide range
of research studies currently available, the National
Reading Panel also actively sought insight and information
from teachers, administrators, researchers, teacher
educators, and parents. Through a series of five "town
hall" meetings throughout the nation and nearly
a dozen Panel meetings in Washington, DC, members of
the Panel heard directly from those most affected by
the current state of reading instruction. The process
of actively engaging interested organizations proved
invaluable. It is the Panel’s hope that those involved
in this process will continue the dialogue in the ongoing
challenge of ensuring all children learn to read.
In 1997, Congress called upon the Director
of the National Institute of Child Health and Human
Development, in consultation with the U.S. Secretary
of Education, to create a National Reading Panel to
identify research-based practical findings on how best
to teach children to read. The Panel was formally charged
with assessing the existing reading research and presenting
a report to the U.S. Secretary of Health and Human Services,
the U.S. Secretary of Education, and the U.S. Congress.
For more information on the National
Reading Panel or to arrange an interview with a member
of the Panel please contact Rob Graham or Katherine
Todd at 202-667-0901. The report can be found on the
Panel’s web site at www.nationalreadingpanel.org
or at www.nichd.nih.gov.
Return to Top of Page
|
