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One is rooted in the proficient reading research.
Moreover, some aspects of phonological awareness, one of the best predictors of proficient reading (Foy and Mann 2003), depend on exposure to reading and home literacy (Kim 2009; Foy and Mann 2003), which also affects word recognition (Peeters et al. 2009).
The homework assigned in all subjects, not just English and language arts, requires proficient reading skills, and this shift often begins in fourth grade.
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Currently, 74percentt of our 12th-graders score below proficient in math; 62 percent are below proficient in reading.
Furthermore, data from the 2007 National Assessment of Educational Progress shows that only 32% of all eighth-graders were proficient in math while a mere 29% were proficient in reading.
The report found that three-quarters of Nevada fourth graders were not proficient in reading last year, and 71percentt of eighth graders weren't proficient in math.
Consider, for example, that in 2003, only 42.9percentt of elementary students were proficient in reading, compared with 81.9percentt in 2011; in middle school, there were 41.9percentt students proficient in reading in 2003, compared with 74.6percentt in 2011.
Only 12 percent of black fourth-grade boys are proficient in reading, compared with 38 percent of white boys, and only 12 percent of black eighth-grade boys are proficient in math, compared with 44 percent of white boys.
Only 5percentt of the students were proficient at reading.
Only 15.7percentt of Milwaukee Public School students tested proficient in reading in 2013-14, and 20.3percentt in math.
For fourth graders, New York and San Diego tied for second in the percentage of students proficient in reading.
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