The Literacy Coalition believes learning to read should be a right and an opportunity provided to all children.
The Literacy Coalition believes learning to read should be a right and an opportunity provided to all children. Members of the Literacy Coalition were part of the Advisory Committee for the Dyslexia and Literacy Early Screening and Intervention Pilot created by Act 69 of 2014 legislation.
Services for Schools
We are an approved provider of Act 48 hours
We provide a school or school districts with the tools(training) to enable them to provide explicit, intensive instruction to make a positive impact on the early outcomes in Reading for all students! The goal is to reduce the need for further interventions for students.
Service for SLPs
This training will enable an SLP to provide assessment and early language literacy skills as well intervention skills for all students.
Why Screening All Children Early is Important
Because children entering Kindergarten start with varying skill levels, it is important to identify and provide the necessary skills in the beginning of their academic career for success. Early intervention can prevent failure later in the child’s educational career. For some children, reading will not be difficult, but we know if taught the five components of reading success identified by the NRP, NELP, and the IES on Foundational and Comprehension Skills, all will benefit. Waiting to fail is not an appropriate option.
Why Reading is Important
The development of strong reading skills is the foundational academic ability required for all learning in school and throughout adult life. Reading difficulties are the most common cause of academic failure and underachievement. Children who fall behind at an early age (K and grade 1) fall further and further behind over time. According to researchers at Yale, three-quarters of students who are poor readers at the end of third grade will continue to be poor readers in high school. For low-income children, reading readiness gaps fuel what later become achievement gaps, but we know children can learn to read and the vast majority of students can master foundational reading skills if taught appropriately using the evidence base.
The inability to read affects children socially as well and makes them “feel different” from their peers. When children have difficulty with reading, all academic learning suffers and may lead to behavior problems in later grades. Less than 40 percent of Pennsylvania’s public school 4th-grade students’ demonstrated proficiency on the 2015 NAEP1 assessment, and this percentage have remained virtually unchanged since 2011.