The Indiana Department of Education’s Course and Program Descriptions for Indiana Schools, August 1999, provides a clear outline of what needs to be accomplished in reading courses in Grades 6, 7, and 8.  The description of what should be occurring in reading classes involves word recognition skills, vocabulary, comprehension, independent reading, and literature. 

     There is a high correlation between student engagement and achievement.  When more time is allocated for reading, gains in reading achievement are evidenced.  If students have one period for reading and one period for language arts, the return should be greater compared to one period that includes both reading and writing.  The amount of time allocated for students to participate in reading and writing is a major indicator of instructional effectiveness.

     Many states, such as Kentucky and Ohio, report reading, mathematics, and writing test results to the public.  They emphasize each equally, and their eighth grade reading National Assessment of Educational Progress (NAEP) scores are higher than in Indiana.  Indiana reports language arts and mathematics scores to the public, even though reading results are available.  This results in less emphasis on reading.

     When most Indiana students attended K-8 and 9-12 schools, the K-8 program featured classes for all students in reading, mathematics, and English.  For a variety of reasons, when schools were formed for middle grades students, reading and English classes were combined to form language arts classes in many, but certainly not all, middle grades schools.  This provided more time for other subjects, but time for reading and writing was significantly reduced.

     The consequences of eliminating reading classes are great.  Many middle grades schools no longer have highly skilled licensed reading teachers nor a curriculum foundation needed to build a stronger reading program. 

     The Indiana Professional Standards Board has approved new reading licenses for middle grades schools, so the supply of highly trained reading teachers should increase.  However, reading teachers cannot easily be added to the existing staff in most Indiana school corporations.  Programs have to change so that reading teachers are a normal part of the school staff similar to mathematics teachers.

     It is anticipated that reading tests will soon be a required part of the high school program.  The Manhattan Institute found that 26 percent of Indiana students who enter the ninth grade do not graduate in four years.  The NAEP found that 25 percent of eighth graders were not proficient in reading.  It must be obvious to all that for the over one-fourth of Indiana middle grades students who will not complete high school, low reading proficiency has a high correlation with dropping out of school.

     Who should be provided with the goal and resources to improve mathematics scores?  Math teachers.  Who should be provided with the goal and resources to improve writing scores?  Language arts teachers.  Who should be provided with the goal and resources to improve reading scores?  Reading teachers.

     In a typical middle grades reading class, the reading ability of students ranges from primary to high school levels.  It makes sense to provide reading teachers with easily scored standardized reading tests and an array of developmental reading materials at various reading levels.

     In addition to working on reading skills, students need access to a wide variety of current and interesting books, magazines, and newspapers.  The school library is the logical place where students can be engaged with print materials for independent reading.

     When reading classes are available for all students, then time can be used from reading classes to systematically connect students with their school library where independent reading can be promoted.  Reading teachers and library media specialists—if they have current books, magazines, and newspapers—can promote independent reading by matching students with materials that are of interest to them.

     Higher reading scores and improved high school graduation rates require time for reading classes where highly skilled reading teachers with adequate resources can make a significant difference in the lives of students.  All students who drop out of high school were once in the middle grades, and many middle grades schools have exhausted every possible alternative before doing the right thing—making time for reading classes.