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The
Alabama Reading Initiative:
Literacy for All
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The
Challenge |
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The
Approach |
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The
Goal |
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Background |
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Finding
The Solution |
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The Challenge |
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Alabama's
public school children are achieving at higher levels than ever before.
But, literacy for all is not yet a reality. Research indicated that while
60% to 90% of our students will learn to read regardless of how they are
taught, 10% to 40% will have difficulty learning to read and will need
specialized instruction, or they will fall further and further behind. |
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Test
scores show reading to be Alabama's greatest weakness. |
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Fact: 92,228
students in Grades 3-11 score at the lowest levels on the Stanford Achievement
Test and are in "alert" status. |
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Additionally,
the 21st century will require more highly skilled readers. Not nearly enough
of our students are reading at the "above-average" level needed to meet
the higher demands. |
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Fact: Only 101,557
of 449,711 students (23%) read above average. |
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Our
challenge is to remedy this situation so that our students can compete
with anyone anywhere and be vital participants and contributors to life
in the 21st century. |
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The Approach |
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The
Alabama Reading Initiative will target the reading performance of Alabama
students on three fronts: |
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Beginning reading instruction will ensure that kindergarten
and first-grade students learn to read quickly and effectively. It must
prevent reading failure in future grades where intervention efforts are
costly.
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Instruction explicitly expanding reading power will
occur in Grades 2-12. Students must read frequently, broadly, strategically,
and thoughtfully.
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Struggling readers will be provided intensive, effective
intervention instruction in Grades K-12. This instruction must be applied
as early as possible, be provided by well-trained specialists, and accelerate
learning significantly.
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Beginning reading instruction will ensure that kindergarten
and first-grade students learn to read quickly and effectively. It must
prevent reading failure in future grades where intervention efforts are
costly.
-
Instruction explicitly expanding reading power will
occur in Grades 2-12. Students must read frequently, broadly, strategically,
and thoughtfully.
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Struggling readers will be provided intensive, effective
intervention instruction in Grades K-12. This instruction must be applied
as early as possible, be provided by well-trained specialists, and accelerate
learning significantly.
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The Goal |
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100%
Literacy For Our Students Is Achievable! |
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Background |
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In
November 1996, the Alabama State Board of Education appointed 25 people
from classrooms, colleges and universities, business and industry, and
grassroots support groups to the Alabama Reading Panel. To date, the Alabama
Reading Panel (referred to as the Alabama Reading Initiative) has established
a research base to guide its efforts. It has selected Literacy Demonstration
Sites that have a goal of 100% literacy and have agreed to extensive training
based on proven research in the summer of 1998. |
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Finding The Solution |
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According
to reading research, there is no longer reason to debate approaches. The
question is not "whole language" or "phonics." The answer is what works.
And, what works is balance. |
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A
"balanced" approach to reading instruction is not a compromise. It unites
the proven practices associated with a whole language orientation and the
most effective practices of a phonics orientation. Specifically, it combines
the explicit teaching of skills needed to decode words and language-rich,
literature-rich instruction. |
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 Designed by Tamara
M. Crutchley, 
Funded by the Alabama Reading Initiative and the UAB School
of Education
Last updated July 13, 1998
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