Lessons from Research

  • Insufficient awareness of the sound structure of words (phoneme awareness) is a central deficit in failing readers.
  • Poor and inaccurate decoding of single words (inability to read new words) is a major difficulty for those who struggle with reading. Poor decoding and reading fluency in the early grades predicts weak reading comprehension in the later grades.
  • In contrast, successful readers are adept at identifying the component sounds of words and at rapid and accurate word identification. Their automaticity at word identification allows good readers to reflect more on the meaning and structure of text.
  • Reading problems often have a biological basis and affect individuals of all levels of intelligence and ethnic backgrounds.
  • Failure to provide appropriate reading instruction can exacerbate reading difficulties.
  • Even among children and adults who score within normal ranges on reading achievement tests, many report that reading is so laborious and unproductive that they rarely read either for learning or enjoyment.
  • Without early identification and intervention, reading difficulties typically persist into adulthood at least to the extent of hindering the enjoyment and productivity of reading.

Source: The National Institute of Child Health and Human Development Early Intervention Project