The Goal of North Carolina's Reading First (NCRF) initiative is to ensure that all children learn to read well by the end of the third grade. This goal will be accomplished by applying scientifically based reading research to reading instruction in all North Carolina schools.

Phonemic Awareness: Attentiveness to the sounds of spoken language.
Phonics: Decoding unfamiliar words using knowledge of the alphabetic principle.
Fluency: Grade-appropriate oral reading with appropriate speed, accuracy, and expression.
Vocabulary Development: Knowledge of word meanings to facilitate effective spoken and written language communication.
Text Comprehension: Use of a variety of comprehension strategies to monitor comprehension to construct meaning from print.

READING FIRST GRANT: North Carolina will receive approximately $160 million over a five-year period for the federal Reading First grant, beginning in school year 2004-05. In the school year 2005-06 over 28,000 students in 98 schools, including 4 charter schools will participate in the Reading First program.

LEADERSHIP AND MANAGEMENT: The goal of the professional development program is to improve students' reading achievement; to enable teachers to implement research based reading programs, reading instruction, and reading-related practices; and to build reading leaders, coaches, and experts at the school and LEA levels. North Carolina Reads (NC Reads) is a professional development program completely aligned to Reading First.

INSTRUCTIONAL PRACTICES: A reading curriculum is only truly effective when used in a classroom in which instruction is consistent, well designed, and focused. The essential components become even more successful when used in classrooms in which effective reading instruction is used. Features of effective instruction include:

GROUPING:1) Alternate-grouping formats for different instructional purposes that meet students' needs (e.g., one-on-one, pairs, small group, and whole group). 2) Use small, same-ability groups, continually monitor student progress, and regroup to reflect students' knowledge and skills. 3) When students experience difficulties, reteach knowledge and skills that have the highest impact on learning to read. 4) Use flexible grouping that provides opportunities for students to be members of more than one group. 5) Incorporate peer tutoring; pair students together.

MAXIMIZING STUDENT LEARNING

­ Every minute counts!
­ Actively engage children:
­ Vary presentation, format and ways students can participate in instruction.
­ Reduce teacher talk.
­ Use an appropriate level of instructional materials.
­ Adapt the pacing, content and emphasis of instruction for individuals and groups of children, including English language learners and those having difficulty learning to read.

TEACHING STRUGGLING READERS: 1)Group students into groups of 3-5 according to their instructional needs. 2) Provide targeted instruction 3 to 5 times a week, with extended time for students with more deficiencies. 3) Assure additional instruction aligns with core reading instruction. 4) Provide ongoing and systematic corrective feedback to students. 5) Increase time for word study and build fluency to improve automatic word recognition and rate of reading.