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Reading Comparison <br />100 <br />95 7a_._ --- I <br />85 - State <br />80 <br />75 <br />-- --- CHCCS <br />%- 70 OCS <br />° .. Chatham <br />0 <br />'�b � ��� ��� ��� — Durham <br />9� 9� <br />e� Wake <br />e�' e� e� �� —.— Q)1\0 Q�O\' Grade Level <br />Figure 6. Comparison of Middle School Reading Scores <br />Compared to the intense support of literacy that both districts provide in the <br />elementary grades, middle schools and high schools have few specialists to support students <br />who are struggling. As seen in Part A of this report in Table 20 (Middle School EOG <br />Achievement Test Results by Special Needs Group by School), the scores of Economically <br />Disadvantaged students are 20 -30 points below the scores of their peers who are not <br />economically disadvantaged. While some support for struggling readers and writers may <br />also be provided by AVID or Proficiency Specialists in CHCCS, there appear to be few <br />resources for struggling readers in OCS high schools. Dr. Jill Fitzgerald, a reading <br />specialist in the School of Education at UNC- Chapel Hill maintains that we continue to <br />underestimate the disadvantage that accrues to students who have difficulty reading. She <br />points to position statements from the International Reading Association <br />(http: / /www.reading.org /resources /issues /positions adolescent.html) as well as the special <br />national panel working on adolescent literacy to note that this is a national problem that is <br />just beginning to get attention. <br />CHCCS /OCS Final Report 55 <br />