Large numbers of American schoolchildren have difficulty learning to read well enough to meet the growing demands of a technological society. Reading deficiencies are especially acute among poor children, minorities, and those whose native language is not English. At the same time, public debate over the best ways to teach reading have forced educators to re-examine their approach.

Prevention of Reading Difficulties in Young Children, a new report from a committee of the National Research Council, examines the best ways to teach young children to read, and recommends steps that school officials, policy-makers, parents, and others can take. The report will be released at a public briefing on March 18 from 9:30 a.m. to 10:30 a.m. in the Lecture Room of the National Academy of Sciences building, 2100 C St., N.W., Washington, D.C. On hand with other members of the committee to discuss the report will be committee chair Catherine Snow, Henry Shattuck Professor of Education, Graduate School of Education, Harvard University.

Advance copies of the report will be available to reporters beginning at noon EST on Tuesday, March 17. The report is embargoed and not for public release before 10:30 a.m. on March 18. Reporters who wish to obtain a copy or to register to attend the briefing should contact the Office of News and Public Information.