The SDNB believes all students can learn the skills to be able to read successfully. Through a robust assessment and intervention process, each school works to ensure that students having trouble are quickly identified, their specific area of need is pinpointed, and appropriate supports and monitoring are implemented so that students can make continuous progress toward reading proficiency.
A large body of research indicates that without intervention, children who are poor readers at the end of first grade seldom acquire average-level reading skills by the end of elementary school (Francis et. al., 1996; Juel, 1988; Shaywitz et al., 1999; Torgesen and Bergess, 1998). Early intervention is key to making sure that struggling students continuously develop their reading skills.
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