The achievement gap begins for many students before they enter the Kindergarten classroom. Children aren´t born with a vocabulary, yet educators and reading researchers have long identified the differences in word knowledge and vocabulary as key indicators of student readiness. Here are a couple of key findings:
Penn-Trafford High School in Harrison City, PA, had a problem: some of their adolescent students were not engaging at school, and many of those students were struggling readers. The school shifted its reading intervention efforts from building reading skills to building a reading-ready brain with Fast ForWord® software.