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Success in First-Grade Reading

The proper concern of professional education is to assure competent service to children, service which produces high achievement and eliminates unnecessary failure. Success in initial classroom instruction is more important than providing remedy after failure. This is particularly true in learning to read, since reading is an essential basis for later school achievement. After twenty-five years of clinical service and research related to reading instruction, it seemed desirable to the language arts staff of Boston University to conduct a large-scale study that employed practices indicated as desirable by research and clinical experience.A grant was obtained which made possible a cooperative study that involved more than 2,000 firstgrade children.