Initial literacy instruction should be provided in a child's native language whenever possible. Policies on initial instruction should support the professional judgment of teachers and not mandate particular instructional methodologies or strategies. Children have a right to equal access to the technology used for the improvement of reading instruction. Much needs to be done in the area of technology. Increased national resources must be devoted to this area.
Children have a right to classrooms that optimize learning opportunities.
If we are serious about improving reading achievement we must be held accountable for providing appropriate student-teacher ratios, instructional materials, certified teachers, discipline supported by families and the community, and buildings in sound physical condition. This set of children's rights has the basis to build and support programs that work. It is time to make the change from one-stop planning to build programs to meet every child's need. You can also visit the Advocacy section of the International Reading Association's Web site.