Unlike California, Texas and 18 other states, New York allows school districts to select their own reading instructional materials, which has resulted in many schools using weak texts and programs. Cortese said early reading success is critical because kids who flounder are more likely to drop out of school, need costly special education or remedial help, or develop behavior problems. The latest numbers show 43 percent of New York's fourth-graders scored below the basic level on the NAEP test. In addition to endorsing the instructional methods recommended in the National Research Council report, Cortese said the Regents should also require districts to use other strategies and programs with proven records of effectiveness. By clearly defining what is to be taught, and establishing benchmarks for schools to use in evaluating students' progress, school districts can more quickly diagnose problems and assure that no child is left behind, she said.
Early intervention is vital.
The union released a survey last spring that showed many school districts don't have programs to prevent reading problems, and that nearly 25 percent don't provide remedial instruction until second grade or later.