A 4 page research paper that examines how reading research studies are advancing the goal of illiteracy prevention. Early identification of children encountering difficulties in learning to read is critical to the prevention of illiteracy. Recognizing this fact, the reading research community has focused on devising better diagnostic techniques at earlier ages. While it is acknowledged that early intervention is best, researchers also recognize the need for interventions designed to help older students to overcome reading difficulties. Bibliography lists 3 sources.
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better diagnostic techniques at earlier ages. While it is acknowledged that early intervention is best, researchers also recognize the need for interventions designed to help older students to overcome
reading difficulties. Reading research has made considerable advances during the last decade in creating effective interventions for young readers (Bishop, 2003). According to an extensive review of reading research
conducted by the National Research Council, early intervention can effectively resolve the vast majority of reading problems plaguing US students (Bishop, 2003). However, challenges do remain and one of these
is the need to assess problem readers at an early age. Citing Torgesen, Bishop (2003) puts this well when he says that remedial action is dependent on identifying the "right
children" at the "right time." Empirical research suggests that kindergarten is the most effective time for the early identification and prevention of problems with reading (Bishop, 2003). Consequently, Bishop
(2003) devised a protocol to be administered to kindergarten students that, through a variety of predictive measures, aids in identifying those student who will benefit from early intervention in learning
how to read. In this study, reading achievement was measured using measures that include passage comprehension, fluency, sight-word recognition and phonemic decoding (Bishop, 2003). Based on this data, five predictive
constructs were analyzed. The model, which combined letter identification, phonological awareness, and rapid naming, was identified as the best predictor of early reading achievement. Bishop (2003) speculates that the results
of this study can aid teachers in identifying those children who can best benefit from early intervention. Since intervention, the earlier the better, is a crucial aspect of illiteracy prevention,
Boice (2000) also focuses on the successful diagnosis of reading difficulties. Research is focusing on how to better equip future educators to accomplish this task. Boice (2000) describes a graduate