Reading for Life
In her recent American Prospect article, Sara Mead argues that, in terms of educational reform, we should shift our focus toward early literacy rather than older students.
“Why focus on early literacy? Because whether children can read well by the end of third grade is a strong predictor of how they are likely to do in the future — in school, at work, and as parents and citizens. The facts are sobering. Children who do not learn to read proficiently by the end of third grade are unlikely ever to read at grade level. These youngsters are at high risk for later school failure and behavioral problems, for dropping out of high school, and for a host of negative life outcomes once they reach adulthood. For example, poor reading skills in the early elementary grades are highly correlated with later delinquency. According to the U.S. Office of Juvenile Justice and Delinquency Prevention, 38 percent of all youth in juvenile detention read below the fourth-grade level.”
Students who do not learn to read by the end of third grade are at a severe disadvantage, as this is the age when students stop “learning to read” and start “reading to learn.” These same students may be act out and create behavioral problems within the classroom precisely because they lack the literacy skills necessary to succeed at higher levels of education. The article is a good reminder of the importance of developing early literacy skills and making reading a primary focus within the curriculum.
