In addition, educators need better guidance on how to design literacy instruction for students with limited or no English proficiency, the role of holding students back a grade to prevent reading difficulties, and the specific attributes of effective classroom instruction and reading interventions. However, remaining uncertainties should not delay the application of what is known. By building on the results of reading research, parents, teachers, policy-makers, and others can help children achieve the levels of literacy needed for success in today's society. The study was funded by the U.S. Department of Education and the Department of Health and Human Services. Return this form with your payment to National Academy Press, 21Ol Constitution Avenue.
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