[Congressional Record (Bound Edition), Volume 146 (2000), Part 4]
[Senate]
[Page 5902]
[From the U.S. Government Publishing Office, www.gpo.gov]



                         NATIONAL READING PANEL

  Mr. COCHRAN. Mr. President, on April 13, 2000, the Senate 
Appropriations Subcommittee on Labor, Health and Human Services and 
Education received the report of the National Reading Panel. The 
subcommittee also heard testimony from Dr. Duane Alexander, Director of 
the National Institute of Child Health and Human Development; Dr. Kent 
McGuire, Assistant Secretary of Education, Office of Educational 
Research and Improvement; and Dr. Donald N. Langenberg, Chairman of the 
National Reading Panel and Chancellor of the University System of 
Maryland.
  The National Reading Panel was created as a result of legislation I 
introduced in 1997, titled the ``Successful Reading Research and 
Instruction Act.'' Subsequently, the report accompanying the Fiscal 
Year 1998 Labor, Health and Human Services, Education and Related 
Agencies Appropriations Act called on the National Institute of Child 
Health and Human Development and the Department of Education to form a 
panel to evaluate existing research on the teaching of reading to 
children, identify proven methodologies, and suggest ways for 
dissemination of this information to teachers, parents, universities 
and others.
  I was convinced at the time that there was an absence of consensus on 
a national strategy for teaching children to read. Meanwhile, we had 
statistics which showed that 40 to 60 percent of elementary students 
were not reading proficiently and there seemed to be no plan to help 
remedy the situation.
  The Health Research Extension Act of 1985 had mandated research on 
why children have difficulties learning to read. The National Institute 
of Child Health and Human Development had conducted this research and 
in 1997, they had some answers. However, Congress hadn't asked for the 
results and the information was literally trapped in the academic and 
research world.
  Since 1997, we've made some progress. Today more people know that 
reading research exists, but very few of us are able to decipher what 
it means, or how to translate it into meaningful practice.
  Mr. President, what most parents want to know is simple, ``How can I 
make sure my child will learn to read?'' Until now, the response to 
that question was often vague, and the so-called ``expert'' or 
``research based'' methods were conflicting. Consequently, there is a 
great deal of confusion among parents, teachers and school 
administrators about improving reading skills of children. Meanwhile, 
the Federal government has spent nearly $100 million on programs which 
one researcher described as, ``at best, it shouldn't hurt.''
  The National Reading Panel identified over 100,000 studies on a 
variety of topics related to reading instruction. It held regional 
hearings to receive testimony from teachers, parents, students, 
university faculty, educational policy experts and scientists who 
represented the population that would ultimately be the users of its 
findings. The panel used the information from these hearings and their 
preliminary research to identify five topics for intensive study: 
alphabetics; fluency; comprehension; teacher education and reading 
instruction; and computer technology and reading instruction.
  The panel then narrowed its review to materials which met a defined 
set of rigorous research methodological standards. It is the 
development of these standards which the panel describes as ``what may 
be its most important action.'' By finding successful techniques that 
meet the same kind of scientific review that are used to test medical 
treatments, the panel presents its recommendations with a confidence 
that has never before been applied to the teaching of reading.
  One of the National Reading Panel's objectives was to ensure that 
good research results were readily available. On April 13, the report 
was sent to every Senator and Member of Congress. Within the next few 
weeks, the report and supporting documentation will be delivered to 
state education officials, colleges and universities, and public 
libraries. A long-term strategic plan that will address wider 
dissemination and classroom implementation will be ready by next fall. 
It is my hope that the report of the National Reading Panel will guide 
us in making informed decisions on reading issues.
  I commend the efforts of the National Reading Panel and I hope 
educators will implement their recommendations and use the new teaching 
methods and programs outlined in the report.

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