Learning to Read
When educators talk about the Reading Wars, they’re not overexaggerating.
With the possible exception of the similarly bitter Math Wars, there’s no pedagogical battlefield more littered with sacred-cow theories, bold statements, unsubstantiated policy and outright acrimony.
Recently, the combat has heated up again, with a handful of irate but organized parents and a spokesperson with good media connections claiming that the ‘science’ of learning to read is ‘settled.’ As if a proclamation about the One Best Way could convince the public (and, even more ridiculous, reading teachers) that if we all just calmed down and standardized reading instruction, every single child could read by the end of first grade, as God intended.
Which was why it was so refreshing to read this from Michelle Strater Gunderson, long-time first grade teacher (and articulate union leader) in the Chicago Public Schools:
It should not be expected for a child to read by the end of first grade. We should only be concerned if the process of learning to read has not yet taken hold. Please debate.
At this writing, there are 65+ comments, all of which boil down to this: No debate. The statement is true (often followed by personal examples of how this race-to-read pressure has done great damage to children).
I have waded into the reading instruction controversy a couple of times—here and CONTINUE READING: Learning to Read | Teacher in a strange land