In a letter recently submitted to Education Week CITATION Ste09 \l 1033 (Stephen Krashen, 2009) Stephen Krashen, Professor Emeritus, Rossier School of Education, University of Southern California, draws attention to the Reading First final impact study which showed that children following an intensive decoding-based curriculum do well on tests of decoding but not on measures of reading comprehension when compared with regular students. He reminds readers that the National Reading Panel, the foundation for Reading First, came up with similar results.
