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Reading education is the process by which individuals are taught to derive meaning from text. Schoolchildren not capable of reading competently by the end of third grade can face obstacles to success in education. The third grade marks a crucial point in reading because students start to encounter broader variety of texts in their fourth grade. Government-funded research on reading and reading instruction in the United States began in the 1960s. In the 1970s and 1980s, researchers began publishing findings based on converging evidence from multiple studies. However, these findings have been slow to move into typical classroom practice.
Proficient reading is equally dependent on two critical skills: the ability to understand the language in which the text is written, and the ability to recognize and process printed text. Each of these competencies is likewise dependent on lower level skills and cognitive abilities. Children who readily understand spoken language and who are able to fluently and easily recognize printed words do not usually have difficulty with reading comprehension. There is some debate as to whether print recognition requires the ability to perceive printed text and translate it into spoken language, or rather to translate printed text directly into meaningful symbolic models and relationships. The purpose of reading is to have access to the literature of a specific language. Reading materials have traditionally been chosen from literary texts that represent ‘higher’ forms of culture.