[Congressional Record (Bound Edition), Volume 150 (2004), Part 6]
[Extensions of Remarks]
[Pages 8330-8331]
[From the U.S. Government Publishing Office, www.gpo.gov]




       INTRODUCTION OF THE READING FAILURE PREVENTION ACT OF 2004

                                 ______
                                 

                        HON. ELIJAH E. CUMMINGS

                              of maryland

                    in the house of representatives

                          Tuesday, May 4, 2004

  Mr. CUMMINGS. Mr. Speaker, I rise to introduce the Reading Failure 
Prevention Act of 2004. This bill would authorize the Secretary of 
Education to make grants to States to establish statewide screening 
programs for children who are 5 to 7 years of age, in an effort to 
prevent reading failure.
  Reading failure is epidemic. Declining test scores in reading have 
been noted in many states. Nationally, 38 percent of 4th graders score 
below the basic reading level and 28 percent of 8th graders score below 
the basic reading level in our public schools.
  The Reading Failure Prevention Act of 2004 proposes that the grants 
be used to screen incoming students for traits that indicate dyslexia 
or other reading failure risks. It would also provide adequate 
professional development for personnel who administer the screening 
programs. Dyslexia, often referred to as a language based learning 
disability, is the most common form of learning disability. 
Approximately 15-20 percent of the population has a learning disability 
and, according to the National Institutes of Health, 60 percent to 80 
percent of those with learning disabilities have problems with reading 
and language skills. Predictions for the coming decades indicate that 
the number of children with learning disabilities will increase for 
associated social, economic, and educational reasons.
  In spite of the fact that reading success in early grades is an 
essential basis for success in later grades, current methods of 
identifying children as learning disabled rely on a ``wait and fail'' 
model, where children must demonstrate severe academic problems before 
remediation is rendered. The Reading Failure Prevention Act of 2004 
allows for the early screening of children so that remediation can 
begin immediately.
  Because reading disorders, such as dyslexia, often affect oral 
language functioning, individuals with these disorders are at a 
disadvantage as they enter their adolescent years when language becomes 
more central to peer relationships. Being at odds with the mainstream 
environment causes these children to experience great stress, creating 
social and emotional adjustment problems. Usually, they become 
vulnerable to feelings of low self-esteem and suffer from frustration 
and anxiety. If these students are not met with proper intervention, 
they can begin to experience academic failure. However, when learning 
disorders, such as dyslexia, are caught early by trained professionals, 
learning strategies and proper treatment can help them to succeed 
academically and to develop a positive self-image.
  I believe that this legislation will be a very important step in 
ensuring that our nation's children are adequately prepared for 
lifelong reading success. I urge my colleagues to join me in this 
effort by co-sponsoring the Reading Failure Prevention Act of 2004.

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