The United States faces a literacy disaster. Last month, the National Assessment of Educational Progress discovered that one in three twelfth graders scored “below basic” in studying. After 13 years, more than 2,000 school days, and nearly $200,000 invested in the common scholar’s K–12 education, greater than one million highschool seniors are illiterate.
The nation’s failure to make sure that a era of youngsters grasp the foundational talent of studying has many causes. But a major motive has been that too many colleges, trainer schools, and lecturers ignored one of the most generally accepted findings in schooling analysis.
In 2000, the Congressionally-mandated National Reading Panel launched a report analyzing the findings of roughly 100,000 research on how youngsters study to learn. The panel recognized 5 pillars of studying—phonemic consciousness, phonics, fluency, vocabulary, and comprehension—and offered a basis for what has grow to be often called the “science of reading.”