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In 1999, we are witnessing a time of unparalleled activity to get more children on the road to reading. An unprecedented pro-literacy movement, focused on children under age 9, is sweeping through thousands of communities across the nation. A common strategy has emerged for reading success: we must start early by preparing young children to read, and we must finish strong by providing excellent instruction and community support in the primary grades.
Under Secretary Richard W. Riley, the Clinton-Gore administration has made child literacy a top education priority in recent years. In 1998, The National Research Council produced Preventing Reading Difficulties in Young Children, a blueprint for action to create a nation of readers.
Congress passed the Reading Excellence Act, the boldest child literacy law of the past thirty years, which awards its first grants in 1999. Governors and legislatures in the majority of states are taking decisive action to combat illiteracy, with more than 20 states passing new laws in recent years. Many mayors of cities with stubborn illiteracy rates are tackling the challenge head-on, as are public leaders in smaller communities.
Newspapers, businesses, libraries, sports teams, community service groups, employees, college students, and volunteers of all ages are stepping forward to tutor children, work with parents, provide books, and support schools. This crusade is reshaping our view of the reading challenge. No longer can we simply point fingers at schools for failing to teach children to read. Every parent, caregiver, teacher, and citizen has a role to play to spark dramatic improvement in reading.
What can be done to prepare more children for reading success? First, families can maximize the benefits of parent-child communication from birth. Second, caregivers and preschool teachers can be trained and given resources to stimulate emergent literacy. Third, children deserve well-trained teachers who understand reading development, who can pinpoint problems, and who can address them effectively.
In addition, entire communities can rally around their children for literacy success. This means more partnerships between schools and communities. It means greater engagement of private enterprise, colleges, universities, and cultural groups. It means more volunteers and more opportunities for legions of mentors and tutors.
By expanding our view of who contributes to students' reading success, we are increasing opportunities for millions of Americans to endow our children with this lifelong skill. If we succeed in engaging this untapped pool of adults, the results will revolutionize education in this country.
This collection highlights examples of activities to help all children become good readers. It expands upon ideas presented in the 1999 U.S. Department of Education report Start Early, Finish Strong: How to Help Every Child Become a Reader. These projects and programs are but a fraction of the good work being done from coast to coast, and are offered here to provide inspiration and to show the diversity of opportunities to take action.
Many of these programs have joined the President's Coalition for America Reads, which is open to any organization that acts to help a child become a good reader. We encourage you to contact these and other programs to ask questions, to share ideas and resources, and to strengthen the network of support for our children. The momentum is with us for a breakthrough in student reading achievement. We can win the war on illiteracy, if every American does what he or she can to help a child.
Carol H. Rasco
Director
America Reads Challenge
U.S. Department of Education
For questions and comments: (800) USA-LEARN
For free publications: (877) 4ED-PUBS
America Reads Staff: (202) 401-8888
Fax: (202) 401-0596
Americareads@ed.gov
www.ed.gov/americareads/
National Leadership