Keep in mind that kids develop at different paces and spend varying amounts of time at each stage. If you have concerns, talk to your child's doctor, teacher, or the reading specialist at school. Early intervention is key in helping kids who struggle to read. If children are trying to guess based on pictures, parents can talk to teachers about increasing phonics instruction. Here are some ideas:. By having a variety of experiences, Rasmussen said, children will be able to apply their own knowledge to better comprehend texts about various topics.
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In her nine years at Hechinger, she has covered a range of topics including teacher More by Jackie Mader. At The Hechinger Report, we publish thoughtful letters from readers that contribute to the ongoing discussion about the education topics we cover. Please read our guidelines for more information.
By submitting your name, you grant us permission to publish it with your letter. We will never publish your email. You must fill out all fields to submit a letter. The second sentence is absolutely false. Phonics and phonemic awareness instruction is important for the challenges of helping all children reach grade level expectations in reading. Some children bring more and others less to the learning table.
Like many other good things in life, phonics instruction can indeed be harmful when overdone and as a single solution. When we lump all kids together we unintentionally assume learning to read is exactly the same for all and mask the wide variety of children who are learning how to read, especially English language learners and other children with various difficulties who struggle to learn.
This is a good article. She is the founder and CEO of Abound Parenting, an app for parents that empowers parents to use everyday moments to raise strong readers — without ever putting a screen in front of a child. But I am Sam's mom.
If your son or daughter doesn't learn to read in kindergarten, relax. Because many, many things are worse than not learning to read in kindergarten. Here are four of them:. Limited time for creative play. Young children learn by playing. They learn by digging and dancing and building and knocking things down, not by filling out piles of worksheets. And they learn by interacting with other children, solving problems, sharing and cooperating, not by drilling phonics.
Floyd created fabulous centers and units that allowed children to learn about everything from houses to trucks to pets to oceans. And they snuck in some reading and math skills that the children didn't even notice, because they were so busy playing and creating! Teachers today, however, often have to limit or even eliminate time for centers and units, because the academic requirements they are forced to meet don't allow time for creative learning.
Limited physical activity. Few things are more counterproductive than limiting recess and other types of physical play time for children. Children learn better when they move. Parents and teachers know this intuitively, but research also confirms it. Children who have more opportunities to run around and play have better thinking skills and increased brain activity.
And don't assume that young children are naturally active and are getting all of the exercise they need; researchers have found that children as young as three and four are surprisingly inactive. Yet many schools are limiting or even eliminating recess, even for very young children. Teaching that focuses on standards and testing. Teachers are increasingly under pressure to prepare their students to perform on standardized tests.
This means that their focus is shifting from teaching children in ways that match their development and learning styles to "teaching to the test.
Frustration and a sense of failure. Children know when they aren't meeting the expectations of teachers and other adults. What they don't know, however, is that those expectations often make no sense.
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