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Reading First Implementation Study 2008-09: Final Report

机译：阅读2008-09第一次实施研究：最终报告

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This final report presents findings from the Reading First Implementation Study: 2008-09. It provides information on both the implementation and sustainability of the Reading First Program as of late 2008, and it follows two other major studies of the program commissioned by the U.S. Department of Education, as required by the Elementary and Secondary Education Act (ESEA) of 2001. The Reading First (RF) Program was first and foremost designed to improve young students reading skills, as reading proficiency is critical to students success in school. Students must be able to read and comprehend text well in order to master subject matter taught in various content areas. Disproportionately large numbers of minority and economically disadvantaged children struggle with learning to read, and their lack of reading skill in turn results in inadequate academic performance. For example, about half of all fourth-grade students eligible for free- or reduced-price lunches read at the Below Basic level on the 2009 (and the 2007) National Assessment of Educational Progress (NAEP) Reading Assessment, whereas only 20 percent of fourth-graders not eligible for the lunch program read at that level (U.S. Department of Education, 2007, 2010).

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