Increase Quality Enhancement funds to ensure growth, quality and capacity of local School Readiness programs. In the past 15 years, major progress has been made in the scientific understanding of how children learn to read and why they fail to learn to read. Applying what is known about how children learn to read has provided important insights into the basis of reading failure. Reading problems identified after eight years of age are refractory to treatment. Yet 40 percent of children do not learn to read or are unable to read at grade level.
Teachers seek the skills and knowledge necessary to teach reading effectively.
Connecticut launched a nationally recognized plan when it established a Reading Panel to define the skills necessary for teachers to teach reading effectively to all children. This Panel has just released its report. The policy recommendations are intended to guide teacher training and future curriculum modules. Implement the curriculum guidelines and professional development programs necessary to teach reading effectively as outlined in the SDE s Early Reading Success Panel Report pursuant to PA 99-227. Expand natural linkages such as pediatricians with Reach Out and Read and librarians with Healthy Families programs, to increase both access to books and family literacy.