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Committee on the Prevention of Reading Difficulties in Young Children C. E. Snow, M. S. Burns, and P. Griffin, Editors Preventing Reading Difficulties in Young Children. National Research Council Washington, D.C. 1998 Abstracted by Steve Colson The U.S. Department of Education and the U.S. Department of Health and Human Services asked the National Academy of Sciences to establish a committee to examine the prevention of reading difficulties. Their report included a listing of the skills typically mastered by children in the early elementary grades. Kindergarten accomplishments include knowing about books and their parts, listening to stories, naming stories and book titles, making predictions based on pictures, recognizing/naming all uppercase and lowercase letters and using phonemic awareness for beginning spelling. First grade skills include a reading vocabulary of 300-500 words, decoding one syllable words, and spelling three- and four-letter, short vowel words. Second grade accomplishments include decoding multisyllabic words, recalling facts and details, reading voluntarily for interest and own purposes, and rereading sentences when meaning is not clear. Third grade skills include reading chapter books independently, inferring word meaning from taught roots, prefixes and suffixes, and combining information from multiple sources in writing reports. These developmental accomplishments show a progression of skills, each skill building on a previous skill(s) and in turn crucial in mastering later ones. This list can be useful for educators and parents alike in charting the progress of an individual child as well as evaluating reading curricula and materials. |
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