The National Reading Panel (NRP) was formed in 1997 through a request by Congress to the Director of the National Institute of Child Health and Human Development at the National Institutes of Health. The focus of the Panel was to assess the effectiveness of different approaches used to teach children to read. The NRP reviewed research-based reading instruction and held panel meetings across the U.S. In 2000 the Panel submitted The Report of the National Reading Panel: Teaching Children to Read, at a hearing before the U.S. Senate Appropriations Committee’s Subcommittee on Labor, Health, and Human Services, and Eduction. Then to now, there has been considerable focus on identification, diagnosis, placement, and treatment options for (public school) students experiencing significant lack of progress in reading.
The global components of reading instruction appear to be: Phonemic awareness, Phonics, (reading) Fluency, Vocabulary, and Vomprehension. The learning-to-read sequence appears to be: Phonemic awareness> Phonics> Fluency> Vocabulary> Comprehension.
What about the public school student who is meets eligibility criteria for language impaired as well as Learning Disabled (in reading)? What is the SLP involvement if the student is receiving resource services?
Please comment on the specialists (SLP & others) approach in your district to assessment, determination of educational impact, and the subsequent recommendations for service(s).
Please comment on the IEP approach to addressing Phonemic awareness, Phonics, Fluency, Vocabulary, and Comprehension (and other components).