Note: please note that this issue brief should (a) link back to the issue overview on this topic, (b) be focused either the local, state, national, or global level, and (c) be neutrally presented, based on facts, and include footnotes for each of the items.  See the Research Guide and Information Sources to assist you. 

See issue overview for Academic Literacy - Middle and High School 

Scope of the Problem  factual statements on the extent of the problem in the past, current, or future

• Studies have found that children who are read to on a consistant basis have much higher literacy rates and scores than those who are not read to. According to the National Institute for Literacy an Early Childhood Longitudinal Study found that of the children who were read to at least three times a week as they entered kindergarten: 
• 76% had mastered the letter-sound relationship at the beginning of words, compared to 64% of children who were read to fewer than 3 times a week,
• 57% had mastered the letter-sound relationship at the end of words, compared to 43% who were read to fewer than 3 times a week,
• 15% had sight-word recognition skills, compared to 8% who were read to fewer than 3 times a week, and
• 5% could understand words in context, compared to 2% who were read to fewer than 3 times a week
• It also found that in spring 2000, the children who were read to at least three times a week by a family member were almost twice as likely to score in the top 25% in reading than children who were read to less than 3 times a week.
• Graduation Rates of US-Revised 2002

Past Policy  key legislation and milestones including significant policy and funding shifts, major studies, etc.

• State Requirements for Diploma-2006

• The Adult Education and Family Literacy Act of 1998 signed into Law on August 7, 1998, the Workforce Investment Act of 1998 (WIA--P.L. 105-220) reforms Federal employment, adult education, and vocational rehabilitation programs to create an integrated, "one-stop" system of workforce investment and education activities for adults and youth. Entities that carry out activities assisted under the Adult Education and Family Literacy Act are mandatory partners in this one-stop delivery system. [9] Adult Education and Family Literacy Act of 1998 

Current Policy  summary of current policies in the form of legislation, programs, and funding

• Current Standards for Literacy Coaches nationwide

Key Organizations/Individuals   contacts for public and private organizations and key individuals

• Job Corps 

• Northwest Regional Educational Laboratory 

Bibliography   web sites, reports, articles, and other reference material 

• National Institute for Literacy, 2003