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An Overview Reading First
serves to ensure that every child can read at or above grade level by the end
of third grade (U.S. Department of Education, 2002); thus, the focus is on
Grades K-3. Reading First is a formula grant provided to states based on the
number of children between 5-17 who come from families in poverty (U.S.
Department of Education, 2002). States are required to submit an application
to the U.S. Department of Education for funding consideration. An expert panel
selected by specified agencies including, but not limited to, the National
Institute for Literacy and the National Institute for Child Health and Human
Development reviews these applications and makes decisions about funding.
States (termed SEAs--State Education Agencies--in the legislation) receiving
these grants then make competitive sub-grants available to eligible school
districts. Grant awards must be sizeable to allow for reading improvement to
be realized. The amount of award
is related to each local school district’s share of the state’s Title I, Part
A, funds distributed the previous fiscal year and the number (or percent) of
students in Grades K-3 in the district reading below grade level. For example, Eligible schools in
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Key Features To accomplish the
goal of every child reading at or above grade level by the end of third
grade, there is a focus on what works. Specifically, what works means that
there must be the use of scientific evidence to enhance children’s reading
skills. Professional development, instructional programs, and other materials
used by schools must focus on five key areas of reading instruction (derived
from scientifically-based reading research): phonemic awareness, phonics,
vocabulary, fluency, and reading comprehension. A focus is placed on
scientifically-based instructional programs—“school districts and schools
will select instructional programs and materials that support the essential
components of reading, leading to a comprehensive reading program” (U.S.
Department of Education, 2002, pp. 12-13). In addition to a
focus on what works for students, Reading First provides increased teacher
professional development to ensure that teachers have the skills to use these
scientifically-based reading programs in an effective manner. These skills
include screening, identifying, and overcoming the targeted reading
difficulties faced by students. Reading First also
provides increased accountability for student performance. States must
provide evidence on the extent to which schools have significantly increased
the number of students reading at or above grade level. If schools are not
making sufficient progress, funds (either all or part) may be withheld and
other actions may be taken. |
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Key Activities The U.S. Department of Education (2002) notes that several key activities must be completed by SEAs. These include: (a) identifying eligible school districts and a process on how to award sub-grants; (b) developing and implementing a statewide program for professional development for teachers and provide technical assistance to local districts; (c) submitting annual reports on how the program is being implemented and what gains are being realized; submit a midpoint report (at the end of the third year) noting progress toward meeting the goal of students reading at or above grade level; and (d) establishing a reading leadership team that will assist in managing the Reading First program. |
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