Questions About Information and Processes

Classroom teachers, reading specialists, and principals need to clarify the information and processes currently used to make literacy decisions. (This step comes after they answer questions about who makes literacy decisions.) For example, the following questions help clarify the information and processes used to determine children's readiness for reading instruction:

• What skills and strategies should a child have before beginning formal reading instruction? Are those readiness skills specified in the school's curriculum? Why are they considered important? What will happen if a child begins reading instruction without having these readiness skills?

• How do educators know if children have acquired these skills? At what level should children be required to demonstrate they have acquired skills and strategies? How do educators determine this level?

• How do previous background and experiences prepare children for formal reading instruction?

• What approaches to reading instruction appear to be appropriate?

• How do children feel about learning to read?

• If children cannot start formal reading instruction, what further readiness instruction should they receive?

• How do parents feel about a decision to delay formal reading instruction for their child? How does the child feel?

• Are children displaying any behavior that may significantly impede learning to read in the future?

Answering such questions helps educators make decisions about children's readiness to begin formal reading instruction.