A r c h i v e d  I n f o r m a t i o n

    FOR RELEASE:                                        Contact:  David Thomas     June 17, 1996                                                 (202) 401-1576

The new study, Reading Literacy in the United States, is based on a fresh examination of data collected as part of an international reading report.

U.S. Secretary of Education Richard W. Riley said the most compelling finding in the new analysis is the role of parental involvement: Fourth grade average reading scores were 46 points below the national average where principals judged parental involvement to be low, but 28 points above the national average where parental involvement was high- a difference of 74 points. Even when other factors such as parents' education were taken into account, the phenomenon remained.

"This is a positive report that tells us that when parents follow the first rule of education and read to their children, they make a tremendous difference in helping their children learn this first basic," Riley said. "I want to urge parents to read to their children this summer and go to the library with them. And children can also join READ*WRITE*NOW!, a summer reading initiative to help kids keep and increase their skills through the months out of school." [Summer reading kits are available free by calling 1 800 USA LEARN.]

The new report, issued today by the department's National Center for Education Statistics, looks closely at data collected as part of an International Association for the Evaluation of Educational Achievement reading literacy survey, published in 1992. That report concluded that U.S. students are near the international top in reading a finding that appears to contradict a recent National Assessment of Educational Progress (NAEP) that found reading achievement in the U.S. to be disappointing. However, a comparison of the tests shows the new U.S. test was much more demanding. [See exhibits 2 3, pages 16 19, for examples of test questions.]

"I would be the first to say that we cannot be satisfied with the reading ability of the average student in this country, " Riley said. "We should be pleased that our students measured up well on an international test, but as we look to the future, our students need to read better. I am also pleased the new NAEP test assesses more rigorous reading skills, so we have higher standards to aim for."

According to the international study, only students in Finland scored better in reading than American students. More than half of American 9th graders met or exceeded the "world average" of the 18 participating, industrialized countries that are members of the Organization for Economic Cooperation and Development (OECD).

In addition to parental involvement, the study cites instructional time and class size as factors that statistically contribute to student success in reading:

• in schools that provide more than five hours of instruction a day for 4th graders, students learn to comprehend narrative text better than students in schools where the instructional day is shorter;

• small classes are usually better for the student.

Researchers noted that children of parents with less than a high school education are at a distinct disadvantage in the classroom.

"Every adult American should be able to read and write English," Riley said. "Some parents can best help their children by helping themselves. Not only can parents teach their children, they can also learn together through Family Literacy, Even Start and other similar programs."

Single copies of Reading Literacy in the United States are available while supplies last from the department's National Library of Education by calling 1 880 424 1616.