Georgia Teacher Training: The Complete Reading Series (October 2008)
NRRF Georgia State Director, Brenda Fitzgerald, shares this flyer sent out to schools in Georgia from the Georgia Educational Training Agency where she teaches. Composed of five comprehensive professional development courses based on scientific research validated by the National Reading Panel, the series helps to educate teachers and parents on the topic of reading instruction. Visit their website at www.georgiaeta.com to learn more about the courses offered and the inroads they are trying so hard to make.

U.S. Secretary of Education Margaret Spellings Highlights Success of No Child Left Behind at Reading First State Directors Conference March 6, 2008
In her remarks, Secretary Spellings highlighted dramatic gains that students and schools have made with the help of the Reading First Program, which translates decades of scientific research into practical tools for teachers. ....more

Response to Reading First Interim Report by Dr. James A. Salzman, CoDirector Reading First Ohio Center - The report is methodologically flawed, statistically glamorous, and ultimately meaningless in terms of its conclusions.

Reading First Selected State Student Performance Data
The GAO, Congress' investigative arm, reports that 69 percent of states surveyed praised Reading First for "great or very great improvement in reading instruction". In addition, 80 percent felt that teacher training had been tremendously improved under the program. ...more

Pound the Table: More Whole Language High Jinks February 2007
There is an old adage among lawyers that says, "if you have the facts on your side, pound the facts; if you have the law on your side, pound the law; if you have neither the facts nor the law, pound the table."

This is a response to a "review" of the recent Fordham Institute report "Whole Language High Jinks: How to Tell When 'Scientifically-Based Reading Instruction' Isn't" by Louisa Moats.

Whole-language Wolves in Sheep's Clothing 1/29/07
Primary reading programs aren't always what they claim

WASHINGTON, D.C.- Amid ongoing debate about the federal Reading First program, a new report from the Thomas B. Fordham Institute exposes ineffective reading programs that dishonestly claim to be "scientifically-based" and thereby qualify for millions of dollars in public funds intended to help struggling children learn to read.

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