The difference in access for children of each community is highly evident. The task force assumes that every child has access to an equal opportunity to enjoy quality reading instruction. According to the report, equal opportunities exist irrespective of home, language, or socio-economic background. Our study shows that children in Hilltown have a great advantage over the children in the other two neighborhoods. While the reading task force does a fine job of examining valuable minor issues including teacher training, the role of technology, and instructional methods, it fails to address the instructional issues that occur beyond classrooms and schools.
Balance is an important concept in the report.
For the task force, balance is achieved through a blend of literature-based and phonics instruction. However, it is evident that another balance problem exists. We say that a reading program should not only be concerned with what goes on in classrooms but what occurs beyond the classroom, in society in general. With this clear link between access to reading materials and success in school, we have demonstrated that an imbalance does, indeed, exist and should be addressed.