Thousands of children have a learning disability, and many more fail in school because of difficulties in learning to read. An analysis of decades of research about how young children can best learn to read indicates that, in most cases, these difficulties can be prevented, according to the National Center to Improve the Tools of Educators (NCITE), based at the University of Oregon. The results of the synthesis funded by the U.S. Department of Education, Office of Special Education Programs (OSEP) have been released through the Learning to Read, Reading to Learn public awareness campaign.

The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC), its host organization, The Council for Exceptional Children (CEC), and the ERIC Clearinghouse on Reading, English, and Communication (ERIC CS) at Indiana University are among the 25 partner organizations that can provide information about this reading research. Some of the materials included in the information kit are listed below:

• Reading: The First Chapter in Education
  
• Principles for Learning to Read
  
• Tips for Teachers
  
• Tips for Parents
  
• Researchers as Resources

• Center for the Improvement of Early Reading Achievement (CIERA)
• ERIC EC Digest E539: Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits (1995)
• ERIC EC Digest E540: Beginning Reading and Phonological Awareness for Students with Learning Disabilities (1996)
• ERIC EC Digest E565: Beginning Reading (1998)
• ERIC EC Digest E579: Student Groupings for Reading Instruction (1999)
• EB12: Readings and Resources on Reading Instruction for Young Children with Learning Disabilities (1995)
• Reading Pathfinder