Two years ago, a handful of South Dakota districts began to implement Reading First in some of their elementary schools. Today, initial data indicates that the program is having a powerful impact. At each of the participating grades, the number of students considered at high risk for reading failure has decreased steadily.

“We are very pleased with these results,” said Michelle Mehlberg, director of South Dakota’s Reading First program. “These schools are focused on systematic, explicit, data-driven instruction, and that focus appears to be paying off.”

Data demonstrates progress

According to Mehlberg, kindergarten classes have experienced the most dramatic results. Statewide data shows a baseline of 16 percent of kindergarten students considered at high risk for reading failure in 2004. In 2006, that number had dropped to 1 percent. At the same time, the number of kindergarten students considered at low risk for reading failure has climbed from 44 percent in 2004 to 90 percent in 2006.

Statewide data shows similar, although not as dramatic, patterns in grades 1-3, Mehlberg said. Progress was measured using the Dynamic Indicators of Basic Early Literacy Skills or DIBELS.

In addition, the Dakota STEP scores of 3^rd grade students participating in Reading First reflect progress. The percent of Reading First students scoring at the “proficient” level has increased from 54 percent in 2004 to 63 percent in 2006. At the same time, those scoring at the “basic” level has decreased from 24 percent in 2004 to 17 percent in 2006.

“Our teachers are better at meeting individual students’ needs,” said Angie Thunker, Reading First coach at the McLaughlin School District. “With Reading First, they have to look at data, they know how to interpret data, and it’s making a difference,” she said.

Thunker also noted that the district’s 3^rd grade math scores on the Dakota STEP experienced a notable increase this past year – something she thinks could be linked to Reading First. Thunker speculates that teachers have gotten better at focusing their math instruction since they have less time to teach it during the day. And, students’ increased ability to read and comprehend also could be playing a role.

National program takes heat

In recent weeks, Reading First has come under fire at the national level. Criticisms of the program are aimed at the management of the grant at the federal level and not its effectiveness at the local level.

In fact, a recent Education Week article notes that “many educators and observers said the blistering review of the implementation and management of Reading First, though justified, could damage a program that is showing initial signs of effectiveness.”

For now, South Dakota’s Reading First schools will remain focused on their goals and what their data is telling them. And, with two years of information now available, that data seems to be telling them good things!

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