[Congressional Record (Bound Edition), Volume 151 (2005), Part 6]
[Extensions of Remarks]
[Page 7556]
[From the U.S. Government Publishing Office, www.gpo.gov]




               THE READING FAILURE PREVENTION ACT OF 2005

                                 ______
                                 

                        HON. ELIJAH E. CUMMINGS

                              of maryland

                    in the house of representatives

                        Thursday, April 21, 2005

  Mr. CUMMINGS. Mr. Speaker, I rise today to introduce the Reading 
Failure Prevention Act of 2005. 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 to help prevent 
reading failure.
  Reading failure is pervasive. Declining test scores in reading have 
been noted in many states. Just as troubling, according to the National 
Assessment of Educational Progress, 37 percent of our nation's 4th 
graders and 26 percent of 8th graders score below the basic reading 
level.
  The Reading Failure Prevention Act of 2005 would help address this 
crisis by authorizing grants to States for screening incoming students 
for dyslexia or other reading failure traits. It also would 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.
  Recently, approximately 15 percent to 20 percent of the population 
was reported to have a learning disability and the National Institutes 
of Health reported that 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 
receiving help. The Reading Failure Prevention Act of 2005 would end 
this cycle by providing early screening so that appropriate 
intervention 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 their peer relationships.
  If these students do not receive proper intervention, they can begin 
to experience academic failure and a host of social and emotional 
problems. However, when trained professionals catch learning disorders 
such as dyslexia early, learning strategies and proper treatment can 
help them to succeed academically and to develop a positive self-image.
  I firmly believe that this legislation represents a step in the right 
direction toward 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 
2005.

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