The No Child Left Behind Act signed into law on January 8, 2002, established Reading First as a new, high-quality evidence-based program for students in grades K-3. The Reading First initiative builds on the findings of years of scientific research, which, at the request of Congress, were compiled by the National Reading Panel.

Reading First is a focused nationwide effort to enable all students to become successful early readers. Funds are dedicated to help states and local school districts eliminate the reading deficit by establishing high-quality, comprehensive reading instruction in kindergarten through grade 3. Building on a solid foundation of research, the program is designed to select, implement, and provide professional development for teachers using scientifically based reading programs, and to ensure accountability through ongoing, valid and reliable screening, diagnostic, and classroom-based assessment.

In Vermont, seven supervisory unions have written successful Reading First grants and sixteen schools are currently involved in this program. An essential component of the Reading First program is the requirement that literacy coaches work with classroom
teachers as well as with other professionals who interact with children (special education,
ELL, etc.) to help them provide highly effective instruction in the area of reading. The coaches model lessons in classrooms, help teachers interpret data, provide professional development experiences, and more.

There are several additional requirements of the Reading First grant. The faculties at each of the Reading First schools select a core reading program to implement with students in kindergarten through third grade. The teachers and coaches receive training in order to administer specified assessments three times year. The grant funds are used to fund
these required aspects of the grant as well as to purchase texts for classroom and school libraries. All K-3 teachers, special educators, and administrators in Reading First schools must attend a four-day Reading Academy where they participate in professional development in the five essential components of reading, namely phonemic awareness, phonics, fluency, vocabulary, and comprehension.

The Vermont Reading First Program has two directors: Pam Chomsky-Higgins from
Vermont Reads Institute at the University of Vermont and Janet Harwood from the Department of Education. Together they provide technical assistance to Reading First schools and faculties, monitor the administration of the grant in each supervisory union, and, plan professional development experiences for educators.

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