On U.S. Government Policy on the Teaching of Reading

Today in the United States considerable public attention is being given to reading instruction, and there is ongoing discussion about how best to meet the needs of students. Strong and contrasting philosophical perspectives are often reflected in these exchanges. The Board of Directors of the International Reading Association would like to clarify IRA’s position as a professional organization. Although this statement relates specifically to United States politics and education, we hope it will be of interest to teachers in many other countries.

The Association has taken a strong position on what we know about good reading instruction. This is articulated in our document entitled Making a Difference Means Making it Different. We have shared this document widely and think it represents us well. We also know that despite the evidence that most children in U.S. schools are successfully learning to read and write, there are still too many children who are not reading well. The United States and the International Reading Association have not yet found effective solutions for all children who struggle with reading, particularly those students in urban and low-achieving schools.

It is fortunate that the U.S. government realizes the importance of literacy and that President Bush, and President Clinton before him, established reading as a central priority in the U.S. education agenda. Improved literacy achievement for all children is certainly a goal shared by the International Reading Association. The current proposal to commit nearly one billion dollars annually to support primary level reading instruction presents a real opportunity to address the critical needs classroom teachers confront on a daily basis.

The Board of Directors believes that the Association has several important responsibilities and opportunities in light of the proposed Reading First initiative. It is vital that we participate in an open and lively dialogue with those who are developing the legislation and implementing new policies. Specifically, we will continue to inform members of the legislation and of its implications for local schools. Second, we will provide consulting help and professional resources to districts that wish to apply for funding. Third, we will advocate and work hard to ensure that the best interests of schools are represented in the regulations that are developed. Fourth, we will make every effort to see that reading professionals are part of the proposal review process.

As we take these steps, we wish to make clear that our professional involvement does not imply an endorsement of the Administration’s wider education agenda. We will continue to promote the positions that we have already articulated. At the same time, we believe it will be possible to fund and operate effective and comprehensive programs of reading instruction within the structures and policies that are emerging. We hope that by entering into a dialogue about these particular issues, we will be able to draw attention to other aspects of literacy education that we consider significant and, at present, under-emphasized. In this process we will not be silent when harmful or misguided proposals are made, whatever their origins.

Finally, we emphasize that the International Reading Association is a professional organization and not a political action group or partisan advocate. We provide an open dialogue on complex issues to help us learn more about the practices that improve the literacy achievement of all children. Our journals and conferences provide forums for a broad exchange of ideas. We encourage everyone’s participation in this dialogue through local IRA councils and through schools and various community groups. Information about all of the Association’s programs and positions is available at this website.

For additional information on positions or policies of the International Reading Association, contact the Public Information Office.