ALARMING LD STATISTICS

Reading Failure Fact

In this text-driven, information era we live in, reading fluency — a crucial indicator of future success — is more important than ever before in our history. Unfortunately, it is well documented by the National Center for Educational Statistics that 38 percent of American school children (20 million children) are unable to read grade level material.

Learning Differences Fact

As alarming, close to 9 million of these children experience severe reading failure caused by learning differences.

What this Means

As reported to the U.S. House of Representatives (March, 2001) by Dr. G. Reid Lyon, Chief of Child Development and Behavior Branch, National Institute of Health (NICHD), "By the end of first grade, children having difficulty learning to read begin to feel less positive about themselves than when they started school. As we follow children through elementary and middle school years, self-esteem and the motivation to learn to read decline even further. In the majority of cases, the students are deprived of the ability to learn about literature, science, mathematics, history and social studies because they cannot read grade-level textbooks."

Some children will have their learning differences identified in the 3rd - 5th grade, after they have experienced years of frustration and defeat. Tragically, few children who are so belatedly identified ever catch up to grade level.

Substantial research supported by government studies (NICHD, NRP, OSEP, NFS, OERI) has determined that the majority of children who enter kindergarten and elementary school at-risk for reading failure can learn to read at average or above levels, but only if they are identified early and provided with systematic, explicit and intensive instruction. This goes for all the other learning differences as well.

What are the Consequences

The consequences of not intervening early in a child's academic career are devastating for the individual, as well as society. Scholastic defeat leading to low self-esteem, high dropout rates, high teen-suicide rates, chronic unemployment and incarceration are well-documented results of delayed or ignored identification and treatment of learning differences.

Clearly, there is an urgent need for comprehensive, early-intervention programs to salvage this vast number of under-served students, and development of a more effective system of reading acquisition that will nurture fluent readers. Fluency in reading is the heart of academic success, and learning disabilities are the heart of 80 percent of reading problems. Other disabilities, such as Attention Deficit Disorder and Attention Deficit Hyperactive Disorder, also contribute significantly to academic failure.

As we know, the spiraling effects of reading and learning failure have a profound effect on society.

In light of these alarming statistics, when viewed comprehensively, the components of learning failure take on a much greater significance: the ultimate contribution our children will make to society; or, the burden they will place upon it.

Bear in mind...

These children want to learn and they can learn.
These children have strengths, talents, interests and
are motivated to learn—
they just need our help!

Haan4Kids