What Is the No Child Left Behind Act of 2001?
Signed into law on January 8, 2002, the No Child Left Behind Act (NCLB) is a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA). The goal of NCLB is to improve student achievement across the country.

NCLB calls for:

• increased accountability for states, school districts, and schools
• greater choice for parents and students in failing schools
• more flexibility for states in using federal funds
• research-based reform, particularly in the area of reading

See NCLB Desktop Reference for information about federal programs supported by ESEA/NCLB



What is Reading First?
Reading First is the reading initiative created by NCLB to help every young child in every state become a successful reader by the end of grade 3. Through Reading First, states and districts can receive federal funds to set up comprehensive K-3 reading programs that are based on scientific research.

What does scientific research tell us about reading instruction?
Scientific research identifies five skill areas as critical to early reading success. (National Reading Panel Report, 2000). These skill areas, or essential components of reading instruction, are:
(1) Phonemic Awareness, (2) Phonics, (3) Vocabulary, (4) Fluency, and (5) Text Comprehension.

Component of Reading Instruction	Definition
Phonemic Awareness	The ability to hear, identify, and manipulate individual sounds (or phonemes) in spoken words
Phonics	The understanding that there is a predictable relationship between phonemes, the sounds of spoken language, and graphemes, the letters and spelling that represent those sounds in written language
Vocabulary	The development of stored information about the meanings and pronunciations of words necessary for communication. There are four types of vocabulary: listening vocabulary - the words needed to understand what is heard speaking vocabulary - the words used when speaking reading vocabulary - the words used to understand what is read writing vocabulary - the words used in writing
Fluency	The ability to read text accurately and quickly
Text Comprehension	Strategies for understanding, remembering and communicating with others about what has been read

Are supplemental materials funded through Reading First?
Yes. Criteria for Review of State Applications, Section I, D, iv. published by the Department of Education, Office of Elementary and Secondary Education, allows for the use of supplemental materials when the materials meet the following conditions:

• They use instructional strategies based on scientifically based reading research.
• They are integrated and coordinated with the comprehensive reading program.
• They are used for their intended purpose, i.e., as a supplemental program.

see www.ed.gov/offices/OESE/readingfirst/ReviewCriteriaFINAL.pdf


How do Sadlier-Oxford supplemental programs support Reading First?
Sadlier-Oxford research-based supplemental programs can be integrated and coordinated with any comprehensive reading program implemented under Reading First. Each program supports, extends, and provides ample practice in one or more of the five essential components of reading instruction. To learn more, click on a program.

	Phonemic Awareness	Phonics	Fluency	Vocabulary	Text compre-hension
Sadlier Phonics, K—3	x	x
Sadlier Reading, Little Books & Big Books, K—2	x	x		x	x
Sadlier-Oxford Content Area Readers, K—1			x	x	x
Vocabulary Workshop, 2—3				x