4 Of course, with the approach outlined above, children in this group could become even more adept readers. But, as Lyon notes, for the remaining students, learning to read is one of the most difficult tasks they will face in life. Class size matters. Recent studies 5 comparing early grade class sizes of approximately 15 to those around 25 reveal that class size has a significant impact on reading achievement, especially if teachers are using effective teaching strategies. Studies also indicate that small-group remedial instruction methods have not generally been found to be effective in increasing the achievement of students who are experiencing difficulty.
Timely intervention is critical.
To be clear, while older children and adults can be taught to read, the time and expense of doing so is enormous compared to what is required to teach them when they are five or six years old. 6 Success is within our reach. A great opportunity will be lost for thousands of children if New York State does not act promptly to capitalize upon recent research findings on reading instruction. New York must take action at the state level to support sound reading instruction and ensure all students are given the opportunity to benefit from their schooling. To achieve this goal, New York State must utilize reading practices grounded in research, offer extra assistance, and provide staff development and high quality materials.