National Reading Panel (NRP)

What Counts in Learning to Read? National Reading Panel Gains Insight From Nation’s Teachers, Parents, Researchers During Regional Meetings in Chicago, Portland, Houston

For Immediate Release Thursday, June 18, 1998

BETHESDA, MD (June 18, 1998) – To ensure that all children receive the best and most effective reading instruction available, the National Reading Panel has actively sought insight, advice, and information from teachers, administrators, researchers, teacher educators, and parents in three regional meetings in communities throughout the nation. The National Reading Panel plans two additional regional hearings in New York City on June 23, 1998, and in Jackson, Mississippi on July 9, 1998.

During its meetings in Chicago on May 29; Portland, Oregon on June 5; and Houston on June 9, the National Reading Panel heard directly from those who sought an opportunity to address the Panel in session. The National Reading Panel will conduct a review of research studies, apply criteria to determine which of these studies meets rigid research criteria, determine which findings can be put to use rapidly, and engage Americans across the nation in a dialogue on learning to read. These regional meetings allowed Panel members to hear directly from the grassroots about the teaching and learning challenges and successes experienced in today’s classrooms and homes.

"The National Reading Panel is about putting the most reliable research into practice," said Panel Chair Donald N. Langenberg, chancellor of the University System of Maryland. "We seek to cull the most valid research available and translate it into action strategies that will produce results in student achievement."

In discussing the role of these regional meetings, Langenberg added, "One of the most important and unique aspects of the Panel’s work is this series of five regional meetings. "They are invaluable in providing a reality check and practical insights to complement our review of the research. And because we are talking right to the people who will put our findings into practice," Langenberg continued, "we are engaging in a national dialogue on this issue to determine how to make our work most useful."

At each regional meeting, the Panel has heard presentations from national and regional leaders in reading – including teachers, teacher educators, parents, administrators, and local government and business representatives. Presenters have included spokespersons from the National Council of Teachers of English, the International Reading Association, Reading is Fundamental, the Oregon Department of Education, and the Texas Governor’s Business Council. Additionally, each regional meeting offered and will continue to offer at least one full hour for public comment period.

"The National Reading Panel welcomes comment and statements from people with interest and experience in teaching children to read," Langenberg said. "Our findings will be based upon extensive deliberation and communications with the reading and child development communities, with top researchers and policymakers who have been focused on reading issues for decades, with concerned parents, and with many, many citizens who are dedicated to making sure our young people realize their full potential – an impossible task unless they are proficient readers."

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 is formally charged with assessing the existing reading research over the next six months, and then presenting a report to the U.S. Secretary of Health and Human Services, the U.S. Secretary of Education, and the appropriate congressional committees. The report will present the Panel’s findings, an indication of the readiness for application in the classroom of the results of this assessment, and a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools.

Nearly 300 persons were nominated to serve on the Panel by individuals and organizations interested in addressing research-based reading strategies. The Panel – made up of prominent reading researchers, teachers and other leaders in education, parents, and child development experts – held its first meeting in Bethesda, MD in April.