Reading First is predicated on research findings that high-quality reading instruction in primary grades significantly reduces the number of students who experience difficulties in later years. The program’s overarching goal is to improve the quality of reading instruction and thereby improve the reading skills and achievement of children in the primary grades. The Reading First program provides substantial resources at both the state and local levels:
More specifically, the programs and the professional development provided to school staff must use reading instructional methods and materials that incorporate the five essential elements of effective primary-grade reading instruction, as specified in the legislation. The National Reading Panel also revealed that the most reliably effective approach of these essential elements is called “systematic and explicit” instruction. Systematic means that important skills and strategies are taught in a planned, logically progressive sequence. Explicit instruction means the teacher states clearly what is being taught and models effectively how it is used by a skilled reader.
Phonemic awareness: The understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced.
Phonics: The understanding that there is a predictable relationship between the sounds of spoken language, and the letters and spellings that represent those sounds in written language.
Fluency: The ability to read accurately and quickly. It provides a bridge between word recognition and comprehension. Fluent readers recognize words and comprehend at the same time.
Vocabulary development: The ability to store information about the meanings and pronunciation of words necessary for communication.
Comprehension: The final goal of reading instruction. It involves constructing meaning that is reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood.
Certain elements should be visible in any Reading First classroom in the country, regardless of which specific program is in use. Standards and accountability are the foundation of the Reading First classroom. Expectations are clear, as are strategies for monitoring progress toward meeting them. New York City has been awarded a Reading First grant for 64 public schools and 54 non-public schools across the boroughs.
Core reading program: A comprehensive reading program provides the basis for instruction and connects meaningfully to supplemental materials. All schools in the NYC Reading First initiative use an Anthology Collection developed by the Harcourt School Publishers. These materials offer explicit, systematic instruction in the essential elements of reading. In-class grouping strategies and differentiated curricula are used to meet students’ needs. Student placement in groups is flexible, with placement and movement based on continuing progress. Students actively engage in a variety of reading-based activities, which connect to the five essential components of reading, as well as clearly articulated academic goals.
Assessment: A high-quality, effective reading program must include rigorous assessments with proven validity and reliability. These assessments must measure progress in the five essential components of reading instruction and identify students who may be at risk for reading failure or who are already experiencing reading difficulty. The reading program must also include screening, diagnostic, and outcome assessments with the results made readily available to help guide instruction.
Professional development: Professional development is the core of a high-quality, effective reading program. It should increase student achievement by enabling the effective implementation of the particular program. Throughout the year, the site-based Reading First coach participates in ongoing professional development and works directly with classroom teachers. Teachers also participate in the New York State Reading Academy online course.
Since a major goal of Reading First is to prepare teachers to manage their classrooms effectively and to maximize students’ time on task, the New York City Department of Education, in collaboration with Harcourt and IBM, has developed the iREADfirst Web portal.
iREADfirst is an Internet portal solution that will provide user-friendly access to student assessment data and reports, as well as to the Harcourt resource materials. Teachers, coaches, and administrators will also be able to access the DOE Outlook e-mail system, professional development modules, and a plethora of planning, scheduling, and collaboration tools. To support the iREADfirst Internet portal, all K-3 teachers in Reading First schools will receive laptop computers. They can then access this specially designed Web site easily and collaborate frequently with their coach and peers. The iREADfirst portal solution for teachers and coaches will integrate the Trophies Teacher Resource Manager, which includes content and lesson planning tools. Users will also be able to access student assessment data and generate related reports. The portal address is: http://ireadfirstnyc.com.
For additional information about the Reading First initiative at the national and state levels, visit: