The Gridlock of Low Reading Achievement

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Abstract
In spite of an array of efforts and programs, low achievers in the primary grades almost invariably remain low achievers throughout their school careers. Rather than assuming that poverty and/or cultural differences are major impediments to literacy development, this paper recasts the problem as one of restricted access to the kinds of instruction that would develop self-improving, actively comprehending readers and accelerate achievement. This article reviews characteristics of low achieving readers' instructional experiences as participants in bottom-group classroom interactions and in remedial and special education programs to support this argument. Outdated beliefs about "slow learner" instruction drive current programs, policies, and regulations. To break the current gridlock of underachievement, we need to dramatically rethink our responses to children who find learning to read difficult.