Shop by Topic
Shop by Product
ExchangeEveryDay Past Issues
<< Previous Issue
| View Past Issues | | Next Issue >> 
Kindergarten Reading Instruction Challenged
February 4, 2015
We read books to find out who we are. What other people, real or imaginary, do and think and feel is an essential guide to our understanding of what we ourselves are and may become.
-Ursula K. LeGuin
-Ursula K. LeGuin
"The Common Core State Standards call for kindergartners to learn how to read, but a new report by early childhood experts says that forcing some kids to read before they are ready could be harmful," declared the Washington Post. The Post article continued...
"Two organizations that advocate for early childhood education — Defending the Early Years and Alliance for Childhood — issued the report titled 'Reading in Kindergarten: Little to Gain and Much to Lose.' It says there is no evidence to support a widespread belief in the United States that children must read in prekindergarten or kindergarten to become strong readers and achieve academic success."
Some of the findings cited by the authors Nancy Carlsson-Paige, Geralyn Bywater McLaughlin, and Joan Wolfsheimer Almon:
- Many children are not developmentally ready to read in kindergarten, yet the Common Core State Standards require them to do just that. This is leading to inappropriate classroom practices.
- No research documents long-term gains from learning to read in kindergarten.
- Research shows greater gains from play-based programs than from preschools and kindergartens with a more academic focus.
- Active, play-based experiences in language-rich environments help children develop their ideas about symbols, oral language and the printed word — all vital components of reading.
- In play-based kindergartens and preschools, teachers intentionally design language and literacy experiences, which help prepare children to become fluent readers.
Get 15% off everything!
Enter code 15off when prompted for your discount to be applied.
Loose parts are natural or synthetic, found, bought, or upcycled materials — acorns, hardware, stones, aluminum foil, fabric scraps, for example — that children can move, manipulate, control, and change within their play. Loose parts are alluring and beautiful. They capture children's curiosity, give free reign to their imagination, and encourage creativity.
With more than 550 color photographs of many kinds of loose parts in real early childhood settings, classroom stories, and a dynamic overview, this book provides inspiration and information about the ways loose parts support open-ended learning, enhance play, and empower children. With loose parts, the possibilities are endless.
Discount applies to purchase before tax and shipping, if applicable.
May not be combined with any other offer.
Not applicable to Videatives Streaming Service.
Offer expires February 6, 2015, at 11:59 pm PST.
ExchangeEveryDay
Delivered five days a week containing news, success stories, solutions, trend reports, and much more.
What is ExchangeEveryDay?
ExchangeEveryDay is the official electronic newsletter for Exchange Press. It is delivered five days a week containing news stories, success stories, solutions, trend reports, and much more.
Comments (7)
Displaying 5 of 7 Comments [ View all ]Independent ece consultant
Dallas, TX, United States
Hurray!!!!!!!! Finally the word is out!
United States
Evidence is mounting and showing that there is a clear backlash from pushing academics onto young children too early and yet our policy makers persist with this madness! One has to wonder what the real longterm impact will be......
United States
There is more to this early reading lessons issue: More than 20 years ago a Young Children reviewer validated my reiteration of Ashton-Warner's Key Vocabulary as a developmentally appropriate beginning reading method. I've written about this in two books: _The Sun's Not Broken, A Cloud's Just in the way, On child-centered teaching_, and _Pay Attention to the Children, Lessons for Teachers and Parents from Sylvia Ashton-Warner.
HOW we teach young children to read (or to do most things) MATTERS.
And the real flaw -- in our times -- with Key Vocabulary is that it sells nothing. You need envelopes, cards, and a fat marker, and time with each child a couple of times a week.
Why not have a follow-up column which discusses humane, interesting, developmentally appropriate ways to teach young children reading, since people are mandated to do so. I'd be glad to be of help with this.
Madera, United States
Thank You, Exchange, for "stepping out" with valuable information regarding reading achievement in Kindergarten. The Report Authors: Carlsson-Paige, Bywater McLaughlin, and Wolfsheimer Almon highlight five actions that would encompass "optimal learning from birth to age 8" and, in turn, bring final definition to that endless seeking of how "high-quality" early learning appears in achievement.
United States
Common Core is infuriating! The Washington Post also has an article about 6 reasons to reject CCSS in K3. I think we should reject them altogether. They are terrible and no child should have to conform to this--as they get older, the standards become sub-par. They help no one, and do not properly prepare our children, adolescents, and young adults for the reality of life. Too many high school seniors are ill-prepared for college. They can't write a paper for anything, don't know how to research (and are confused to find out the Wikipedia is not a valid resource for a scholarly paper), and haven't the first clue how to write a resume or interview for jobs. Our schools are dumbing down our children--the future of our society, and it's maddening!!!
Post a Comment