Authorized as part of the No Child Left Behind Act, Reading First is the largest and most focused early reading initiative ever undertaken in this country. This program provides states, districts and schools with funding to implement scientifically based reading instruction for students in grades K through 3.

Reading First Basics

Reading First addresses a major need of American schoolchildren: providing high quality reading instruction that ensures students become proficient readers. According to the most recent data available from the National Assessment of Educational Progress (NAEP), only 31% of all fourth graders are at or above the proficient level in reading. Among students eligible for free or reduced price lunches, only 15% are proficient readers (2003 National Assessment of Educational Progress).

Research shows that students who fall behind in reading in the earliest grades rarely make up this deficit, and have more difficulty with schoolwork in general. Because early success in reading prevents the need for later remediation and is critical to all aspects of learning, the Reading First program focuses on improving instruction for K-3 students. Fortunately, there is a large and growing body of scientifically based research that shows what works in helping all students become proficient readers.

Scientifically Based Reading Instruction

Scientifically based reading research (SBRR) uses rigorous, systematic and objective procedures to obtain knowledge about reading development, reading instruction and reading difficulties. This type of reading research involves controlled experiments with data analysis and a thorough peer-review process.


The Five Essential Components of Effective Reading Instruction

Scientifically based reading research has identified explicit and systematic instruction in five key areas as essential to effective early reading instruction. Reading programs must provide explicit and systematic instruction in these five areas to ensure that students become proficient readers: