The National Reading Panel
Acronym Definition
TNRP The National Radio Project
TNRP The National Reconciliation Party
TNRP The National Reconnaissance Program
TNRP The National Reform Party
TNRP The National Release Point
TNRP The National Religious Party
TNRP The National Republican Party
TNRP The National Research Program
TNRP The National Response Plan
TNRP The National Roaming Partner
TNRP The National Route Program
TNRP The Nationality Rooms Program
TNRP The Natural Resources Police
TNRP The NAVAIR Reserve Program
TNRP The Navigation Reference Point
TNRP The Navio da República Portuguesa
TNRP The Needs-Related Payment
TNRP The Negotiation and Resource Reservation Protocol
TNRP The Neonatal Resuscitation Program
TNRP The Nested Reservation Protocol
TNRP The Net Rating Point
TNRP The Net Retail Price
TNRP The Network Radio Protocol
TNRP The Network Resource Planning
TNRP The Network Routing Processor
TNRP The Neutral Range Pressure
TNRP The Nevis Reformation Party
TNRP The New Republic Party
TNRP The Nissan Revival Plan
TNRP The Node Route Processor
TNRP The Non-Removable Pin
TNRP The Non-Resident Parent
TNRP The non-unit-related personnel
TNRP The Nonregistered Publication
TNRP The Normal Rated Power
TNRP The Normalized Received Power
TNRP The Norwich Research Park
The National Reading Panel
The National Reading Panel was a United States government body. Formed in 1997
at the request of Congress, it was a national panel with the stated aim of
assessing the effectiveness of different approaches used to teach children to
read.
The panel was created by Director of the National Institute of Child Health and
Human Development (NICHD) at the National Institutes of Health, in consultation
with the Secretary of Education, and included prominent experts in the fields of
reading education, psychology, and higher education. The panel was chaired by
Donald Langenberg (University of Maryland), and included the following members:
Gloria Correro (Mississippi State U.), Linnea Ehri (City University of New
York), Gwenette Ferguson (Houston, TX), Norma Garza (Brownsville, TX), Michael
L. Kamil (Stanford U.), Cora Bagley Marrett (U. Massachusetts-Amherst), S. J.
Samuels (U. of Minnesota), Timothy Shahahan (U. of Illinois at Chicago), Sally
Shaywitz (Yale U.), Thomas Trabasso (U. of Chicago), Joanna Williams (Columbia
U.), Dale Willows (U. Of Toronto), Joanne Yatvin (Boring, OR).
In April 2000, the panel issued its report, "Teaching Children to Read," and
completed its work. In 2001, President George W. Bush announced that the report
would be the basis of federal literacy policy and was used prominently to craft
Reading First, a $5 billion federal reading initiative that was part of the No
Child Left Behind legislation.
Reading is an active skill-based process of constructing meaning and/or
gaining knowledge from oral, visual, and written text (including Braille).
It is a means of language acquisition, of communication, and of sharing
information and ideas. Effective readers use decoding skills (to translate
printed text into the sounds of language), use morpheme, semantics, syntax and
context cues to identify the meaning of unknown words, activate prior knowledge
(schemata theory), use comprehension, and demonstrate fluency during reading.
Other types of reading may not be text-based, such as music notation or
pictograms. By analogy, in computer science, reading is acquiring of data from
some sort of computer storage.
Although reading print text is now an important way for the general population
to access information, this has not necessarily been the case historically
around the world. With some exceptions, such as colonial America, only a small
percentage of the population in many countries was considered literate before
the Industrial Revolution.
GENERAL INFORMATION
Literacy • Illiteracy
Family literacy • Functional illiteracy
Braille
TYPES
Speed reading • Skimming
Subvocalized • Proofreading
LEARNING TO READ
Reading readiness • Skill acquisition
Developmental stages • Comprehension
Dyslexia • Reading disability
READING INSTRUCTION
Reading education • Phonics
Research-based reading instruction
Whole language •
LISTS
Assessments • Publications
Topics • Treatments
• • [ edit]
Rates
Further information: Speed reading, English language learning and teaching, and
Proofreading
Rates of reading include reading for memorization (under 100 words per minute
(wpm)), reading for learning (100–200 wpm), reading for comprehension (200–400
wpm), and skimming (400–700 wpm). Reading for comprehension is the essence of
most people’s daily reading. Skimming is sometimes useful for processing larger
quantities of text superficially at a much lower level of comprehension (below
50%).
Advice for the appropriate choice of reading rate includes reading flexibly,
slowing down when the concepts are closer together or when the material is
unfamiliar, and speeding up when the material is familiar and the material is
not concept rich. Speed reading courses and books often encourage the reader to
continually speed up; comprehension tests lead the reader to believe their
comprehension is constantly improving. However, competence in reading involves
the understanding that skimming is dangerous as a default habit.
Types and methods
There are several types and methods of reading, with differing rates that can be
attained for each, for different kinds of material and purposes:
* Subvocalized reading combines sight reading with internal sounding of the
words as if spoken. Advocates of speed reading claim it can be a bad habit that
slows reading and comprehension. These claims are currently backed only by
controversial, sometimes non-existent scientific research.
* Speed reading is a collection of methods for increasing reading speed without
an unacceptable reduction in comprehension or retention. closely connected to
speed learning.
* Proofreading is a kind of reading for the purpose of detecting typographical
errors. One can learn to do it rapidly, and professional proofreaders typically
acquire the ability to do so at high rates, faster for some kinds of material
than for others, while they may largely suspend comprehension while doing so,
except when needed to select among several possible words that a suspected
typographic error allows.
* Structure-Proposition-Evaluation (SPE) method, popularized by Mortimer Adler
in How to Read a Book, mainly for non-fiction treatise, in which one reads a
writing in three passes: (1) for the structure of the work, which might be
represented by an outline; (2) for the logical propositions made, organized into
chains of inference; and (3) for evaluation of the merits of the arguments and
conclusions. This method involves suspended judgment of the work or its
arguments until they are fully understood.
* Survey-Question-Read-Recite-Review (SQ3R) method, often taught in public
schools, which involves reading toward being able to teach what is read, and
would be appropriate for instructors preparing to teach material without having
to refer to notes during the lecture.
* Multiple Intelligences-based methods, which draw upon the reader's diverse
ways of thinking and knowing to enrich his or her appreciation of the text.
Reading is fundamentally a linguistic activity: one can basically comprehend a
text without resorting to other intelligences, such as the visual (e.g.,
mentally "seeing" characters or events described), auditory (e.g., reading aloud
or mentally "hearing" sounds described), or even the logical intelligence (e.g.,
considering "what if" scenarios or predicting how the text will unfold based on
context clues). However, most readers already use several intelligences while
reading, and making a habit of doing so in a more disciplined manner -- i.e.,
constantly, or after every paragraph -- can result in more vivid, memorable
experience.
Skill development
Several methods of teaching and learning to read have developed, and become
somewhat controversial:
* Phonics involves teaching reading by associating characters or groups of
characters with sounds. Sometimes argued to be in competition with whole
language methods.
* Whole language methods involve acquiring words or phrases without attention to
the characters or groups of characters that compose them. Sometimes argued to be
in competition with phonics methods, and that the whole language approach tends
to impair learning how to spell.
Learning to read in a second language, especially in adulthood, may be a
different process than learning to read a native language in childhood.
There are cases of very young children learning to read without having been
taught, such as described in the book Learning From Children Who Read at an
Early Age by Rhona Stainthorp and Diana Hughes.[1] Such was the case with Truman
Capote as noted in his New York Times obituary:
After his mother's divorce from Mr. Persons and her marriage to Joe Capote, she
brought her son to live with them in New York. He was sent to several private
schools, including Trinity School and St. John's Academy in New York, but he
disliked schools and did poorly in his courses, including English, although he
had taught himself to read and write when he was 5 years old. Having been told
by many teachers that the precocious child was probably mentally backward, the
Capotes sent him to a psychiatrist who, Truman Capote said triumphantly some
years later, "naturally classified me as a genius."
In Gerald Clarke's Capote: A Biography (1988), one paragraph describes how
Capote was usually seen at age five carrying his dictionary and notepad.
Conversations with Truman Capote has a passage telling how Capote taught himself
to read (in a town with no library) by collecting old farm magazines and each
day at six pm meeting the bus which dropped off the two newspapers from Mobile
and Montgomery. Hadley Bond was a gifted child in Australia who taught himself
to read by the age of one-and-a-half, had a library at age two and taught
himself math at age three. There are numerous accounts of people who taught
themselves to read by comparing street signs or Biblical passages to speech,
plus many mentions of Lincoln teaching himself. The novelist Nicholas Delbanco
taught himself to read at age six by studying a book about boats during a
transatlantic crossing.
Reading assessment
Because reading draws on multiple types of knowledge, it can be tested in
several different ways. Tests also vary depending on whether they are used to
test children or adults. Standardized tests are normed to a large population of
readers, allowing the tester to determine what is typical for an individual of a
given age. For example, the average reading ability of children aged 10 years, 0
months will be 10;0. However, a more advanced eight year old might also be able
to read at the 10;0 level.
Reading achievement is influenced by multiple factors, and is not limited to a
child's general intelligence.
Types of reading tests
* Sight word reading: reading words of increasing difficulty until they become
unable to read or understand the words presented to them. Difficulty is
manipulated by using words that have more letters or syllables, are less common
and have more complicated spelling-sound relationships.
* Nonword reading: reading lists of pronounceable nonsense words out loud. The
difficulty is increased by using longer words, and also by using words with more
complex spelling or sound sequences.
* Reading comprehension: a passage is presented to the reader, which they must
read either silently or out loud. Then a series of questions are presented that
test the reader's comprehension of this passage.
* Reading fluency: the rate with which individuals can name words.
* Reading accuracy: the ability to correctly name a word on a page.
Some tests incorporate several of the above components at once. For instance,
the Nelson-Denny Reading Test scores readers both on the speed with which they
can read a passage, and also their ability to accurately answer questions about
this passage.
Effects of reading
Studies have shown that American children who learn to read by the third grade
are less likely to end up in prison, drop out of school, or take drugs. Adults
who read literature on a regular basis are nearly three times as likely to
attend a performing arts event, almost four times as likely to visit an art
museum, more than two-and-a-half times as likely to do volunteer or charity
work, and over one-and-a-half times as likely to participate in sporting
activities, according to Jamie Littlefield on charityguide.org[2] Literacy rates
in the United States are also more highly correlated to weekly earnings than IQ.
A graph showing this relationship is shown here. Reading books is generally
regarded as being a relaxing past-time, while at the same time requiring the
brain to process text so it can be stimulated. Because of this it is sometimes
considered to cause at least a temporary increase in one's mental faculties.
Lighting
A detail from Madonna des Kanonikus Georg van der Paele by Jan van Eyck.
Reading requires more lighting than many other activities. Therefore the
possibility of comfortable reading in cafés, restaurants, buses, at bus stops or
in parks greatly varies depending on available lighting and time of day.
Starting in the 1950s, many offices and classrooms were over-illuminated. Since
about 1990, there has been a movement to create reading environments with
appropriate lighting levels (approximately 600 to 800 lux).
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