Back in 2006, ACT researchers found through their research, published as “Reading Between the Lines,” that our typical high school graduates, even though fully qualified for college by their grades and either SAT or ACT scores, were still demonstrably unprepared for the reading demands of either the college classroom or the typical workplace.
Additionally, ACT research shows the clear benefits experienced by students who are ready for college-level reading: They are more likely to enroll in college in the fall following high school graduation, earn higher grades in college social science courses, earn higher first-year college grade point averages, and return to the same college for a second year in higher proportions than do students who are not ready for college-level reading.
Today, fifty-two percent of ACT-tested 2010 high school graduates met or surpassed the ACT College Readiness Benchmark for reading. Obviously, this isn't a number to celebrate.
Instead let's focus on what we do know: Research has shown that effective reading programs that incorporate explicit, systematic, sequential phonics instruction is the key.
It’s not too late. With the right tools, fundamental reading readiness can be achieved at any age.
What do you think we should we do to better prepare our high school seniors to read at college-level?