When Reading Does Not Come NATURALLY

“READ NATURALLY, Scientific Research, and Read First” is a White Paper written by Marcia R. Davidson, Ph.D., a research associate with RMC Research Corporation.  The paper explains the READ NATURALLY program and how it is incorporated into students’, grades K-3, reading and comprehension curriculum.  In her paper, Davidson defines reading fluency, acquiring reading fluency skills, research-based interventions, the READ NATURALLY reading fluency intervention, the READ NATURALLY procedures and components, and how READ NATURALLY interacts with Reading First.  Then, she summarizes before including a concise outline of how READ NATURALLY is implemented and effective.

I was actually quite surprised at how easy this paper was to read.  Having little to no background in scientific research, not to mention little to any interest in the process, I found this paper both entertaining and educational.  I had a genuine interest in the subject matter and content. 

This paper falls into the genre of citizen’s explanatory.  People beyond sci/tech bloggers, scientists, and bloggers will find it interesting and informative.  Davidson proves that reading and learning about scientific research is not just for scholars and researchers with Ph.D.’s, but rather for people in every walk of life.  The subject is engaging, the language is easily deciphered, and the explanations are clear.

I believe Davidson’s paper is useful to citizens, such as parents of young students and educators within the school systems.  Understanding different programs and how they can become helpful to young children and students is necessary for parents in order for the students to be as successful as possible.  Similarly, educators should have knowledge for the resources available to them in and out of classroom settings. 

The READ NATURALLY program is described in full detail.  There is also ample background into the issue—noting the No Child Left Behind Act and how students improve their reading skills through various practices.  Davidson’s direct and informative style gives way to practical and concise explanations for the citizens reading her paper.

I noticed that this white paper draws on concepts from Jeanne Fahnestock’s “Accomodating Science.”   In this essay, Fahnestock states that scientific papers “cannot ignore creating a reason for their reporting” (Fahnestock 278).  Davidson’s paper has components of science, as it is based on research, and a clear intention for reporting the found results—to inform and explain.  There is also an overwhelming amount of human interest associated with this paper, which is discussed by Killingsworth/Palmer in “Transformations” when they write that “science must solve human problems and thus must transcend its own version of objectivism, its own self-definition, must become engineering if it is worthy of being reported” (Killingsworth/Palmer 135).   When Davidson relies on human interest on page four as she begins her paragraph with: “Unfortunately, when children struggle with reading skills, they often lose heart.”  I think it is safe to bet that most every citizen, especially parents and teachers who care so deeply for their students, is affected by a child who feels discouraged or disheartened by difficulties.

Despite the No Child Left Behind Act, there are thousands of parents whose children are reading below grade-level and falling behind academically.  By following research in a citizen’s explanatory genre, such as this paper, parents will have scientifically proven tools to improve their child’s reading and comprehension skills.  Not all parents have Ph.D.’s, so it is important that this genre be available to “the average Joe” parent who may not be able to conduct the research himself.