Teacher Knowledge and Practice Standards for Teachers of Reading
Reading Difficulties, Including Dyslexia, Are Very Common
Reading difficulties are the most common cause of academic failure and underachievement. Learning to read and write is not natural or easy for many-if not most-students, especially those with dyslexia and related language problems. The National Assessment of Educational Progress consistently finds that about 36% of all fourth graders read at a level described as "below basic. Between 15 and 20% of young students are doomed to academic failure because of reading and language processing weaknesses, unless those weaknesses are recognized early and treated skillfully. Another 20-30% are at risk for inadequate reading and writing development, depending on how-and how well-they are taught. Most of these at_risk students are ineligible for special education services and are dependent on the instruction given in the regular classroom or other supplementary services. However, of those students who are referred to special education services in public schools, approximately 85% are having severe difficulties with language, reading, and writing. Clearly, responsibility for teaching reading and writing must be shared by classroom teachers, reading specialists, and special education personnel.
Effective Instruction Is Key
Although dyslexia and related reading and language problems may originate with neurobiological differences, they are mainly treated with skilled teaching. Informed and effective classroom instruction, especially in the early grades, can prevent or at least effectively address and limit the severity of reading and writing problems. Potential reading failure can be recognized as early as preschool and kindergarten, if not sooner. A large body of research evidence shows that with appropriate, intensive instruction, all but the most severe reading disabilities can be ameliorated in the early grades and students can get on track toward academic success. For those students with persistent dyslexia who need specialized instruction outside of the regular class, competent intervention from a specialist can lessen the impact of the disorder and help the student overcome and manage the most debilitating symptoms.