Why is it so important for young elementary school age children to learn to read and comprehend what they are reading before they reach the 4th grade?
Statistics show that "Two-thirds of students who cannot read proficiently by the end of the 4th grade will end up in jail or on welfare. The fourth grade is the watershed year."This is one of the reasons the children's books that I've published in the past and the ones that I am currently working on is targeted to the 3rd and 4th graders.
"My child reads his or her book to me all the time. How can you say they are struggling?" is a question some parents asked when told their child needs help with their reading. I am currently working with a student who has no problem reading the words. Yet, when asked what she read; she can't remember. Memory is connected to visualizing. Unless I can visualize the action or content that I am reading, I have a very difficult time remembering what I just read, said or heard.
I designed the “Aunt Debra", "Matthew Mouse" and "No Nonsense Nathan" in a way that helps the reader focus on the words and then the illustrations; or the illustrations first and then the words. Although "Nathan" is geared more toward the K thru 1 grade, it also helps the 2-3 graders who lag behind. It is my goal not to completely take away the illustrations from books for the 4th graders. As stated before, if a child is struggling in the 3rd and 4th grade my books will slow them down enough to think about what they are reading. They have illustrations or photographs to help them visualize the meaning of the words they have just read.
I am thankful for my two year exposure to Lea Community School, a community within Schools program and the Philadelphia Freedom Schools. I have developed a growing appreciation for the challenges that teachers have today. It's not that their students don't or can't read because of their lack of desire or ability to teach; it's the lack of understanding by the business administrators whose focused is on the numbers which translate into dollars for the schools. School Administrators are competing for $$ based on how well their students place on standardization tests. So much time is spent on preparing for the statewide tests the teachers do not have time to focus on the core curriculum.
Also, the influx of families from other countries has caused a strain on communications between the teachers, the students and the parents or guardians. If the parents are not English speaking or English literate how can they possibly be expected to help their child with their educational challenges. This responsibility falls on the school. How insane is this?
I would be very interested in hearing from teachers and other educational professionals to open a dialogue about statewide testing and it's affect on the day-to-day education of our children. Please voice your comments on this blog or email me at dsmart@gladstonepublishing.com. If you have programs that you have developed and would like exposure, please contact me via my email I'd like very much to give you the exposure that you deserve.
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