Catch Them Before They Fall

One of the most compelling findings from recent reading research is that children who get off to a poor start in reading rarely catch up. As several studies have now documented, the poor first-grade reader almost invariably continues to be a poor reader (Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996; Torgesen & Burgess, 1998). And the consequences of a slow start in reading become monumental as they accumulate exponentially over time. As Stanovich (1986) pointed out in his well-known paper on the "Matthew effects" (the rich get richer and the poor get poorer) associated with failure to acquire early word reading skills, these consequences range from negative attitudes toward reading (Oka & Paris, 1986), to reduced opportunities for vocabulary growth (Nagy, Herman, & Anderson, 1985), to missed opportunities for development of reading comprehension strategies (Brown, Palinscar, & Purcell, 1986), to less actual practice in reading than other children receive (Arlington, 1984).