Reading Failure

Margaret J. Kay, Ed.D. NCSP
Licensed Psychologist
School Psychologist

Margaret J. Kay, Ed.D. Psychologist

Nationally Certified School Psychologist (NCSP)
Pennsylvania Licensed Psychologist #PS003431L
Delaware Licensed Psychologist #B10000780
Pennsylvania Certified School Psychologist #5961681
National Provider ID: #1013058585

Lancaster PA Office (Main)
2818 Lititz Pike
Lancaster, PA 17601-3322
Phone: (717) 569-6223
FAX: (717) 560-9931

Delaware Office (IEEusa.net)
37497 Leisure Drive
West Fenwick, DE 19975
Phone: (717) 569-6223
FAX: (302) 436-0865

EMAIL: MJK@MargaretKay.com

Specializing in the recognition and understanding of individual differences...

Three Reasons Reading Failure Occurs

The program is not appropriate for the child.
There are too many students in the reading class
The pace of the instruction is too rapid for children to achieve mastery of skills presented.

To schedule an evaluation, click here.

Questions to Ask about Your Child's Reading Instruction

What is the name of my child's reading program?
Is the program researched-based, and does it include the five elements that have been identified by the National Reading Panel?
How many children will be in my child's reading group?
How have the children in this group been selected?
Has the teacher been trained in direct, systematic, multisensory reading instruction?
Is the teacher certified in this particular program?
Has the teacher completed a supervised practicum in this particular program?
How many hours weekly will my child receive?
How will the pace of the instruction be determined?
What are the criteria used to determine mastery?
How will I be informed about my child's progress?
To schedule an evaluation, click here.

Six Qualities of Effective Reading Programs
Effective programs are driven by reading research, not ideology
Effective programs emphasize direct, systematic, intensive, and sustained reading
Effective programs require school wide buy in before they are adopted
Effective programs are supported by initial professional development and extended follow-up training throughout the school year
When implementing an effective program, the school needs to be committed to the integrity of the program ’s instructional approach and materials
Effective programs make effective use of instructional time, provide multiple reading opportunities, and employ a variety of reading assessments

To schedule an evaluation, click here.

Resources: Research Based Reading Programs
Reading Disabilities: Why Do Some Children Have Difficulty Learning to Read? What Can Be Done About It? by G. Reid Lyon, Ph.D.

National Reading Panel Reports Combination of Teaching Phonics, Word Sounds, Giving Feedback on Oral Reading Most Effective Way to Teach Reading (NIH News Alert, 2000)
Stages of reading development - If the program is not appropriate for the child's reading stage, it will be ineffective for him, even if it works for other children his age.
Synthesis of Research on Reading from the National Institute of Child Health and Human Development by Bonnie Grossen, University of Oregon
4 Great Definitions About Reading in NCLB - No Child Left Behind includes the legal definitions of reading, essential components of reading instruction, scientifically based reading research, and reading assessments. Does your child's program have these "essential components"? Has the school given your child a diagnostic reading assessment? What did this assessment show?
Guidance for the Reading First Program - The purpose of Reading First is to ensure that all children are proficient readers by the end of third grade. This publication includes a description of a model program - 90 minutes of instruction per day, 5 days a week, with additional instruction for children who continue to struggle.
To schedule an evaluation, click here.

Research based reading programs and contacts

Learn more about Reading - how children learn and need to be taught.

Learn more about research based instruction.

To schedule an evaluation, click here.

Learning Disabilities Resource Kit

Early Intervention and Response to Intervention	Evaluating if a Program is Research-Based
RTI and LD Identification Executive Summary	Getting Started with LD Determination
Publications	Parent Involvement in School Improvement
Educators FAQ on Response to Intervention	Resource List for LD and RTI
RTI How to do It	RTI Brief
RTI Digest	RTI in SLD Identification
RTI Research to Practice	RTI Screening Tool
SLD Overview	Students with SLD 2007
Who is a Student with a Learning Disability?	What is Progress Monitoring?
What is RTI?	Identifying SLD
Implementing Change	RTI Overview Presentation
Tier Two Interventions	Topical Forum

To schedule an evaluation, click here.

This site was designed by Margaret J. Kay, Ed.D. Its contents are presented for informational and educational purposes only and are not to be construed as professional advice on medical, legal, technical or therapeutic matters. By using and accessing the information on this site, you agree to waive any rights to hold the site developer, or any individual and/or group associated with this site, liable for any damage that may result from the use of the information presented here.

© Copyright 2010 Margaret J. Kay. All rights reserved.

The copyright of design, text and images on this web site is owned by Margaret J. Kay or the individual copyright owners as noted elsewhere on this site. You may download and reprint articles from this web site for non-commercial, private, educational purposes only. You may not in any way modify, or publicly distribute, any information contained within this site without specific permission form the copyright owner.

Send mail to MJK@MargaretKay.com with questions or comments about this web site.

Last modified: July 11, 2010