The American Literacy Enhancement and Speed-Reading Act (ALESRA)

Title: The American Literacy Enhancement and Speed-Reading Act (ALESRA)

Purpose: To mandate the integration of speed reading and comprehensive literacy programs in American schools and universities, enhancing reading speed, comprehension, and overall literacy rates among students.

Section 1: Title and Purpose

1.1 Title This Act may be cited as the "American Literacy Enhancement and Speed Reading Act (ALESRA)."

1.2 Purpose The purpose of this Act is to improve the literacy and reading comprehension skills of students in American educational institutions through the implementation of advanced reading techniques and comprehensive literacy programs.

Section 2: Findings

Congress finds that:

2.1 Literacy Crisis

  • Despite significant investments in education, American students continue to lag behind their international peers in reading proficiency. According to the National Assessment of Educational Progress (NAEP), only 35% of fourth-graders and 34% of eighth-graders scored at or above the proficient level in reading in 2019​ (Pryor Learning)​.
  • The traditional method of teaching reading, which emphasizes phonics and the alphabet, often fails to engage students and does not adequately prepare them for the demands of higher-level reading and comprehension.

2.2 Inefficiencies of Traditional Methods

  • The focus on teaching the alphabet and phonics, while foundational, is often insufficient for developing advanced reading skills. These methods can lead to a fragmented understanding of text and slow reading speeds, which hinder comprehension and retention.
  • Reading out loud and subvocalization, where readers "hear" the words in their minds as they read, significantly slow down reading speed. This method, while useful for beginners, becomes a detriment as students advance and need to process larger volumes of text quickly​ (Pryor Learning)​.
  • Subvocalization limits reading speed to the rate of speech, typically around 150-250 words per minute, far below the potential reading speeds achieved through speed reading techniques​ (Pryor Learning)​.

2.3 Advantages of Speed Reading Techniques

  • Speed reading techniques, such as those developed by Evelyn Wood, teach readers to recognize and process words in chunks, reducing the reliance on subvocalization and increasing reading speed to 500-700 words per minute without sacrificing comprehension​ (Pryor Learning)​.
  • Advanced methods focus on visual reading strategies, improving the ability to quickly grasp and retain information. Techniques such as skimming, scanning, and chunking help readers process text more efficiently and understand the main ideas more effectively.
  • Implementing these techniques can significantly enhance students' ability to handle complex texts, improve academic performance, and foster a lifelong love of reading.

2.4 Need for Modernized Reading Instruction

  • To compete globally and ensure that students are prepared for the demands of the modern world, it is imperative to adopt advanced reading techniques that go beyond traditional methods.
  • Integrating speed reading and comprehensive literacy programs into the educational system can address current shortcomings, reduce information overload, and enhance overall academic and professional success for students.

Section 3: Definitions

For the purposes of this Act:

  • "Speed Reading" refers to techniques aimed at increasing the number of words read per minute while maintaining or improving comprehension.
  • "Comprehensive Literacy Programs" include a variety of methods such as speed reading, active reading strategies, and technology-assisted reading tools.

Section 4: Mandatory Implementation in Schools

4.1 Elementary and Secondary Education (a) All public elementary and secondary schools shall incorporate speed reading and comprehensive literacy programs into their curricula. (b) The Department of Education shall develop and distribute guidelines for these programs, based on best practices and proven methodologies, including Evelyn Wood's Speed Reading Dynamics, Spreeder, and other recognized methods.

4.2 Higher Education (a) All public universities and colleges shall integrate speed reading courses into their freshman orientation programs and first-year curriculum. (b) Institutions shall offer workshops and seminars on speed reading and active reading strategies throughout the academic year.

Section 5: Teacher Training and Professional Development

5.1 Training Programs (a) The Department of Education shall establish a training program for teachers and educators on effective speed reading techniques and comprehensive literacy programs. (b) All teachers in public schools and universities shall undergo mandatory training and certification in these techniques.

5.2 Continuing Education (a) Teachers shall be required to attend continuing education workshops on the latest advancements in reading instruction and literacy enhancement. (b) Grants shall be provided for teachers to pursue advanced training in these areas.

Section 6: Monitoring and Evaluation

6.1 Assessment and Evaluation (a) Schools and universities shall conduct annual assessments to evaluate the effectiveness of the implemented reading programs. (b) The Department of Education shall oversee the collection of data and publish an annual report on the progress and impact of these programs on student literacy rates.

6.2 Accountability (a) Schools and universities failing to meet established benchmarks for reading speed and comprehension improvements shall be subject to review and required to implement corrective action plans. (b) Continued failure to improve literacy outcomes may result in the reallocation of funding to support targeted interventions.

Section 7: Funding

7.1 Allocation of Funds (a) The federal government shall allocate funds to support the development, implementation, and evaluation of speed reading and literacy programs in schools and universities. (b) Grants shall be made available to educational institutions for purchasing necessary materials, technology, and training resources.

7.2 Budget (a) An annual budget shall be established to ensure sustained funding for these initiatives, with provisions for adjustments based on program performance and inflation.

Section 8: Public Awareness and Engagement

8.1 National Literacy Campaign (a) The Department of Education shall launch a national campaign to raise awareness about the importance of reading speed and comprehension. (b) This campaign shall include public service announcements, partnerships with media outlets, and community engagement initiatives.

8.2 Parental Involvement (a) Schools shall organize workshops and provide resources to help parents support their children's literacy development at home. (b) Parents shall be encouraged to participate in reading activities and utilize recommended tools to enhance reading skills.

Section 9: Phase-Out of Traditional Methods

9.1 Elimination of Subvocalization (a) Schools and universities shall phase out traditional reading instruction methods that emphasize subvocalization and phonics-based approaches. (b) These methods shall be replaced with techniques that focus on visual reading, chunking, and whole-word recognition, as taught in speed reading methodologies.

9.2 Modern Reading Techniques (a) Curriculum development shall prioritize teaching students to read words, sentences, and paragraphs as whole units, rather than focusing solely on the alphabet and phonetics. (b) The Department of Education shall provide resources and training for educators to implement these modern reading techniques effectively.

Section 10: Effective Date

This Act shall take effect one year after the date of its enactment, providing sufficient time for the development and implementation of required programs and training.

Section 11: Severability

If any provision of this Act, or the application thereof to any person or circumstance, is held invalid, the remainder of this Act and the application of such provision to other persons or circumstances shall not be affected thereby.

Section 12: Authorization of Appropriations

There are authorized to be appropriated such sums as may be necessary to carry out this Act.

By integrating these advanced reading techniques and literacy programs into the educational system, ALESRA aims to elevate the reading skills and overall literacy rates of American students, preparing them for greater academic and professional success.

 

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