Literacy Instruction and Difficulties with Reading

In today’s world the consequences of having students attain low achievement scores in reading can be very detrimental to both individuals and society. Students who are attaining low achievement records in literacy often correlate with the school dropout rate, poverty, and unemployment. Also the gap between reading achievement of poor and middle class students is substantial, calling for a federal regulation to ensure equal opportunities for all students no matter where they may be attending school. The standards movement and evidence-based research can have a great impact on how literacy programs are used in the classroom. Evidence-based reading instruction means that a particular reading program has a record of success. The program was tested with a group of students and there is data to show the result of the research conducted. These programs are reliable and valid in saying that the children can be expected to make adequate gains in reading achievement.

Evidence-based research can be very helpful when trying to find the right literacy program to use. As there are many different types of students who learn in different ways, there will never be one single successful method of teaching children to read. When teachers are looking for literacy programs to use they should be investigating how old the students were, their current reading level, what type of setting it took place in, and if it was conducted on a one-on-one or group basis. Teachers want to find programs that have been successful and relate to their own current setting. It is crucial to make sure that the program is applicable to the students and their situation in order to have an opportunity for the program to work. Another great idea is to use this research to create your own programs based on your findings. The teacher is now becoming a teacher-researcher in order to test their own situation with their created program. This is a great way to create a program for your unique students and still