Preschools and other group care settings for young children often provide relatively impoverished language and literacy environments, in particular those available to families with limited economic resources. A balance between phonics and whole language is needed. The report found that no single reading instruction method used in isolation works best for all children. Teachers need ongoing professional development. Excellent teachers continue throughout their career to improve their teaching skills, through regular opportunities for self-examination and reflection, and ongoing support from colleagues and specialists.
Early intervention is critical.
Children who need additional support for early language and literacy development should receive it as early as possible. Pediatricians, social workers, speech language therapists, and other preschool practitioners need research-based guidelines and information to assist them to be alert for signs that children are having difficulty acquiring early language and literacy skills. Reading outside the classroom enhances learning inside the classroom. The report recommends that schools promote independent reading outside school by assigning daily at-home reading and summer reading lists, encouraging parent involvement, and working with community groups, including public librarians. Children learn to read a language more easily when they can speak it first.