'Reading First' helps build skills
The Sun's editorial on the Reading First program jumped to unfounded conclusions and buried the most important point ("Reading failure," May 7).
While calling for the program to be "overhauled or scrapped," the editorial also noted that Maryland educators say the program has helped students improve - and it clearly has.
Indeed, Maryland's program evaluation for this plan stated that "student achievement is improving in Reading First schools, in all grades and [districts]," and that the program is also helping students with disabilities and those with limited English skills learn to read as well as their peers.
Nationwide, data show that Reading First students of nearly every race and background have made impressive reading gains.
These results are all the more important as the Nation's Report Card shows that 33 percent of American fourth-graders lack basic reading skills.
But thanks to decades of research, we've now developed a solid understanding of how children learn to read and of how to help all children learn to read well.
Reading First represents our first nationwide attempt to translate insights from more than 20 years of independent studies into practical tools for teachers.
Two years ago, my department addressed concerns about Reading First management by putting in place new leadership, strengthening peer review and taking further steps to prevent potential conflicts of interest.
And today we are also paying close attention to the study The Sun's editorial cited.
But the editorial neglected to note that this was an interim report based only on the first two years of the program's implementation.
We are hopeful that the final study, to be published later this year, will help every Reading First school maximize the program's benefits.
And we are confident that Reading First will continue to help students learn the skills they need to be successful readers now and in the future.
Raymond Simon
Washington
The writer is a deputy secretary of the U.S. Department of Education.
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