Pushing a Young Child to Read
This is a blog post from a parent I had written about on the BAM! Parent Gossip forum several months ago. I think they are using this book , Teach Your Child to Read in 100 Easy Lessons, with their son who recently turned 5. She also took him to a reading program over the summer that was mostly intended for children going to Kindergarten, or at least for those children who have some self-control and discipline.
I could be incredibly wrong, but I just don't see how this is in any way truly helping him. They just seem to be pushing him into reading in a very non-developmentally appropriate way. I was immediately taken aback by the image from that reading book. Mind you, this child just turned 5, and was 4 when they began. How can this be appropriate for anyone? The english language will never be presented to him in this way again. It just seems like a very out of date way to teach.
My daughter is a year younger and has learned a lot of pre-literacy skills on her own just from being exposed to lots of books and a literacy-rich environment. She's well on her way to sounding out words and writing things all on her own. We're lucky she's so interested, but I have no intentions of pushing her to read when she should be playing and acting like a kid.
Feel free to chime in with any viewpoints! Please and thank you.
I could be incredibly wrong, but I just don't see how this is in any way truly helping him. They just seem to be pushing him into reading in a very non-developmentally appropriate way. I was immediately taken aback by the image from that reading book. Mind you, this child just turned 5, and was 4 when they began. How can this be appropriate for anyone? The english language will never be presented to him in this way again. It just seems like a very out of date way to teach.
My daughter is a year younger and has learned a lot of pre-literacy skills on her own just from being exposed to lots of books and a literacy-rich environment. She's well on her way to sounding out words and writing things all on her own. We're lucky she's so interested, but I have no intentions of pushing her to read when she should be playing and acting like a kid.
Feel free to chime in with any viewpoints! Please and thank you.
Replies to This Discussion
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Permalink Reply by Stephanie on -
I used to teach Pre-K (4-5 year-olds) and the parents of my students would ask me if their children would be reading when they left my class. They expected that they would and should. I had to politely explain that while some children take to reading naturally and may be able to read a little, most children learn to read in kindergarten. The expectation for children to learn more at younger ages is too high in my opinion. I have read (somewhere but I don't recall where at the moment) that children who are "advanced" in their early years aren't "ahead" or smarter later on in school or life. I think that basic child development classes should be required for all students in either high school or college. Just the core classes because there is so much that many parents just don't know.
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Permalink Reply by WendyZ on -
Stephanie,
We had the same issue when I was an Aide in a state PreK in GA. This topic reminded me of a Vivian Gussin Paley book that I read earlier this year, A Child's Work. It really makes you aware of how Kindergarten children are not past imagination and dramatic play by any means.
And yes... children who read earlier tend to be at the same level as their peers by age 8... something like that.
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Permalink Reply by Lisa Holewa on -
I think parents get worried because they really don't know what to expect from their child. They have so many questions: should their kid be reading? Are other kids reading? Will their child fall behind if they're not reading? Does it mean they have a developmental delay if they can't recognize letters, sound out words, etc.? It's all very confusing, and not helped by the many, many "toys" on the market focused on teaching children letters and pre-reading skills.
But as a parent, if I asked my child's kindergarten teacher whether they'd be reading by the time they left the class, I'd really hope to get an honest answer (like the one Stephanie shared): kids develop at their own rates, some take to reading naturally and others take longer, it's not something we push at this age because there are so many other things that are much more important developmentally right now. Parents really do need to be educated on this, and kindergarten teachers are in such a great position to provide the insights parents often lack.
As a parent, though, I also have to add that so much is truly expected from kids in the classroom environment at such an early age. The focus on testing is just incredible, and it seems that everything is focused on learning this and then moving immediately on to that, regardless of who has truly mastered the lesson. Once a child falls behind, it is very very difficult for them to catch up again. So while parents certainly add to the equation of "too much pressure, too high expectations", they're not the only ones responsible for this. The pressure is already right there, in the classroom. I wonder how teachers will be able to convince their own administrations and school districts that too much is being expected from kids at too early an age. I'd love to hear more thoughts on this.
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Permalink Reply by Rae Pica on -
I think it begins with educating the parents, Lisa, and with helping them realize their power. If we can help them to truly understand child development and what matters most at an early age, they'll resist policies that require too much of the children too soon. It's true that policy makers are implementing plans without any knowledge of -- or regard for -- what's developmentally appropriate. But a lot of the pressure at the preschool level is coming from the parents themselves, based on misinformation. This misinformation causes them to seek out preschools that are "academics" oriented, versus play-based. As a result, the play-based programs are going the way of the dinosaurs!
Your book certainly supports the cause! We just have to keep fighting back...
Lisa Holewa said:I think parents get worried because they really don't know what to expect from their child. They have so many questions: should their kid be reading? Are other kids reading? Will their child fall behind if they're not reading? Does it mean they have a developmental delay if they can't recognize letters, sound out words, etc.? It's all very confusing, and not helped by the many, many "toys" on the market focused on teaching children letters and pre-reading skills.
But as a parent, if I asked my child's kindergarten teacher whether they'd be reading by the time they left the class, I'd really hope to get an honest answer (like the one Stephanie shared): kids develop at their own rates, some take to reading naturally and others take longer, it's not something we push at this age because there are so many other things that are much more important developmentally right now. Parents really do need to be educated on this, and kindergarten teachers are in such a great position to provide the insights parents often lack.
As a parent, though, I also have to add that so much is truly expected from kids in the classroom environment at such an early age. The focus on testing is just incredible, and it seems that everything is focused on learning this and then moving immediately on to that, regardless of who has truly mastered the lesson. Once a child falls behind, it is very very difficult for them to catch up again. So while parents certainly add to the equation of "too much pressure, too high expectations", they're not the only ones responsible for this. The pressure is already right there, in the classroom. I wonder how teachers will be able to convince their own administrations and school districts that too much is being expected from kids at too early an age. I'd love to hear more thoughts on this.
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Permalink Reply by Lisa Holewa on
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Yes, I think you're exactly right: parents don't realize their power and need better information. I do believe that some parents just won't care (probably like the ones Wendy described in her original post!), but most others really welcome and hunger for this information. I especially like your point about parents needing to recognize their own power here. That's so interesting and important, and something I hadn't really considered before. I do believe that someday we'll look back on this era of education -- so focused on "early" learning and endless testing -- and realize what a disservice we did to these kids. It's sad -- and why I'm so glad you're out there fighting and providing this information (and glad we found each other!).
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Permalink Reply by Cherie Greene on -
At my Montessori school there were always a number of kids whose parents had signed them up for Montessori solely because they'd heard we would teach them to read and do math in preschool. They had, of course, completely missed the point.
We do offer many materials with which a child may, if so inclined, learn phonics. Some of them master their letter sounds and several sight words before they turn 5; others graduate from Kindergarten with only a few letters. Some spend hours making words with the movable alphabet; others prefer geography, math, or Practical Life. The children are neither held back nor forced.
My mother is a teacher, and she taught me to read at age 4 because I asked her to, and I eventually got a Master's in English (a degree with no earthly practical use). My son, on the other hand, struggled with literacy until second grade. But when he got to 7th, when his English teacher told the class they could choose any book they wanted to read for their final report of the year, he chose Beowulf.
Thus, I always tell the high-pressure, academics-oriented parents: DON'T PANIC.
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Permalink Reply by Anne Townsend on -
I fully agree. More and more research shows that social development not only reinforces academic achievement but also leads to long term academic achievement. Teaching children to learn how to read is not only a huge time investment, but it takes away time when we need to be fostering social/emotional development. My dissertation investigated the impact of early childhood curriculum and parenting behaviors on long term academic achievement and social competence. I was particularly interested in how pushing children early vs. waiting till they were ready to read effected long term academic achievement. If you are interested I would be happy to talk further. One of the best books that I have read explaining why this early push is not beneficial is in "Einstein Never Used Flashcards" by Golinkoff. Pushing them too early comes at a short and long term price.
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Permalink Reply by Rae Pica on
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Anne, I agree that Einstein Never Used Flashcards is a wonderful resource!
I would love to know more about your research and what you found to be the "short and long term price."
Thanks so much for contributing to the dialog!
Anne Townsend said:I fully agree. More and more research shows that social development not only reinforces academic achievement but also leads to long term academic achievement. Teaching children to learn how to read is not only a huge time investment, but it takes away time when we need to be fostering social/emotional development. My dissertation investigated the impact of early childhood curriculum and parenting behaviors on long term academic achievement and social competence. I was particularly interested in how pushing children early vs. waiting till they were ready to read effected long term academic achievement. If you are interested I would be happy to talk further. One of the best books that I have read explaining why this early push is not beneficial is in "Einstein Never Used Flashcards" by Golinkoff. Pushing them too early comes at a short and long term price.
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Permalink Reply by Anne Townsend on
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Hi Rae!
I used data from Early Childhood Longitudinal Study (appx. 3000 children nationwide - nationally rep. sample) and found that social competence in kindergarten mediated the relationship between early childhood curriculum and parenting on long term academic achievement! In other words, long term (3rd grade) academic achievement was impacted by the extent that early curriculum (developmentally appropriate vs. direct instruction) and parenting behaviors (warmth, discipline, cognitive stimulation, and control) fostered the development of social competence (i looked at learning related social skills and interpersonal skills). In fact, when we controlled for social competence the achievement gap between boys and girls and minority children and white children ) fell to insignificance. Some argue (Jane Healy) that when we teach our children to read before their brains are able to operate at higher levels of thinking, when they are able to think at a higher level they remain processing the material at the rote level ultimately interfering with the ability to comprehend and synthesize material. Lets talk more - my children actually went to a Waldorf school in Baltimore where Roberta Golinkoff came and gave a talk!
Anne
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Permalink Reply by WendyZ on
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Anne, I am actually considering sending my daughter to the Waldorf school here. After visiting for a Waldorf Education Day and learning more about how they teach, I was hooked. I would love to hear more about your experiences with Waldorf schooling.
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Permalink Reply by Cherie Greene on
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One of the things I like about Montessori is that their social/emotional development goes hand in hand with more academic pursuits. Once the teacher shows them how to use a material, they can opt to use it cooperatively with another child, in any part of the room they choose. Those who prefer to work alone still have to cope with others around them pursuing different activities, intruding on their workspace, etc. In both cases, a good deal of what we call Grace and Courtesy is involved.
Anne Townsend said:I fully agree. More and more research shows that social development not only reinforces academic achievement but also leads to long term academic achievement. Teaching children to learn how to read is not only a huge time investment, but it takes away time when we need to be fostering social/emotional development. My dissertation investigated the impact of early childhood curriculum and parenting behaviors on long term academic achievement and social competence. I was particularly interested in how pushing children early vs. waiting till they were ready to read effected long term academic achievement. If you are interested I would be happy to talk further. One of the best books that I have read explaining why this early push is not beneficial is in "Einstein Never Used Flashcards" by Golinkoff. Pushing them too early comes at a short and long term price.
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Permalink Reply by Rae Pica on
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I'd love to talk more, Anne.
Are you saying here that Jane Healy is right or wrong in her thinking? Would love for it to be clear to everyone!
Anne Townsend said:Hi Rae!
I used data from Early Childhood Longitudinal Study (appx. 3000 children nationwide - nationally rep. sample) and found that social competence in kindergarten mediated the relationship between early childhood curriculum and parenting on long term academic achievement! In other words, long term (3rd grade) academic achievement was impacted by the extent that early curriculum (developmentally appropriate vs. direct instruction) and parenting behaviors (warmth, discipline, cognitive stimulation, and control) fostered the development of social competence (i looked at learning related social skills and interpersonal skills). In fact, when we controlled for social competence the achievement gap between boys and girls and minority children and white children ) fell to insignificance. Some argue (Jane Healy) that when we teach our children to read before their brains are able to operate at higher levels of thinking, when they are able to think at a higher level they remain processing the material at the rote level ultimately interfering with the ability to comprehend and synthesize material. Lets talk more - my children actually went to a Waldorf school in Baltimore where Roberta Golinkoff came and gave a talk!
Anne
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