What and how to teach. One of the most pressing needs regarding reading instruction is that of gathering information on what to teach and how to teach it. Currently, many teachers do not have the answers to these questions, due in part to an absence of empirical evidence that would enable administrators, teachers, and parents to determine specifically what should be taught. In addition to answering the what and how involved in reading instruction, the Panel will also need to address the issues of what is ready for immediate implementation in the classroom and whether classrooms are ready for such implementation. Addressing the issues facing schools.
Schools face a daunting number of challenges.
A significant number of teachers are not exposed to the research findings that emphasize the importance of phonological awareness. And many argue that in-service training will not be enough. They say pre-service coursework is necessary so that teachers will enter the job market skilled in the techniques that will help those at risk, especially those who will fail unless they receive explicit instruction. Professional development will be especially important for those who teach reading to students in the first, second, and third grade. Reading research makes it clear that these are the most critical years in reading instruction and preparation.