Reading/Literacy
States, districts, and schools must demonstrate progress toward ensuring that every child is proficient in reading/language arts by the 2013-14 school year. In addition to Title I formula grant programs, ESEA includes two literacy initiatives aimed at ensuring that all children achieve reading proficiency by the end of the third grade: Reading First and Early Reading First. Both programs are voluntary and require implementing reading programs that are supported by scientifically based research. Reading First is targeted to grades K-3, and Early Reading First focuses on preschool age children.
Guidance, Regulations, Legislation, and Announcements
Guidance
Final Guidance for the Reading First Program (PDF)For specific information on reading/literacy, refer to sections A1-B6.
Legislation
Final Legislation, Public Law print of PL 107-110, the No Child Left Behind Act of 2001; TITLE I, Part B, Subpart 1, Sec. 1201. STUDENT READING SKILLS IMPROVEMENT GRANTSAnnouncements
Paige Announces "Unprecedented Reading Reform" For U.S. (April 2002)Other Resources
Useful Links
Early Reading and Scientifically-Based ResearchPresentation from the National Title I Directors' Conference (February 2003) on what scientifically-based research tells us about early reading and the implications for early childhood education programs.
Questions and Answers on No Child Left Behind — Reading
Provides answers to frequently asked questions about why reading is important and how No Child Left Behind helps ensure that every child learns to read well by the end of third grade. Developed by the US Department of Education.
Research-Based Instruction in Reading
Presentation from the US Department of Education regional meetings (October 2002) on research-based instruction in reading.
The Facts about Reading First
Provides information about Reading First, including how it promotes the use of scientifically based research to provide high-quality reading instruction in grades K-3. Developed by the US Department of Education.
