Children have a right to reading assessment that identifies their strengths as well as their needs and involves them in making decisions about their own learning. Children have a right to supplemental instruction from professionals specifically prepared to teach reading. Children have a right to reading instruction that involves parents and communities in their academic lives. Children have a right to reading instruction that makes meaningful use of their first language skills. Children have a right to equal access to the technology used for the improvement of reading instruction.
Children have a right to classrooms that optimize learning opportunities.
These rights outline a comprehensive plan of action that will make a difference. In the area of early childhood reading, reading readiness, and emergent literacy, as in all levels of reading instruction, the needs are clear. Paraprofessionals can not simply be given a manual about how to teach the alphabetic principles. Phonemic awareness needs to be an active part of instructional programs for those who need it, but it alone is not sufficient to foster reading proficiency. More materials need to be developed for use by children from different language backgrounds and these materials need to be in the classroom in sufficient quantities.