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"The more that you read, the more things you will know. The more you learn, the more places you’ll go.”
– Dr. Seuss

Research

Research from the federal government , NICHD. (National Institute  of Child Health and Human Development) by G. Reid Lyon, Ph.D.

  1. 17 to 20 percent of children have a significant reading disability. This means at least 10 million children, or 1 child in 5 will experience significant difficulties learning to read well enough to utilize reading to learn and for enjoyment. Some studies show it is higher.
  2. Studies show children who are reading disabled in the third grade, 74 percent remain disabled at the end of high school.
  3. Because reading is so critical  to success in our society reading failure constitutes not only an educational problem but also rises to the level of a major public health problem.
  4. Reading requires explicit, systematic, and direct instruction.
  5. Reading development requires the acquisition of phonemic awareness and other phonological processing skills.  Specifically, a necessary foundational skill that beginning readers must master is that words and syllables they hear via oral language are composed of small units of sound, termed phonemes.
  6. The understanding that written spelling systematically represent the phonemes of spoken words is termed “the alphabetic  principle” and is absolutely necessary for the development of accurate and rapid decoding and word reading skills.
  7. In order for the reader to begin to devote more attention and memory capacity to the text that is being read for strong comprehension to occur, phonological and decoding skills must be applied accurately.
  8. While public schools identify approximately four times as many boys as girls as reading disabled research shows that as many girls as boys have difficulties learning to read.
  9. The most frequent characteristic observed among children with reading disabilities is a slow, labored approach to decoding or “sounding – out” unknown or unfamiliar words and frequent misidentification of familiar words.
  10. Early  identification and intervention is essential to maximizing treatment success in children who are at risk for reading failure.

 

Elizabeth Hendrix • 347-882-1074 • eahendrixnyc@gmail.com