Walking is a developmental skill. It is impossible to teach a 9-month-old child to walk if he is "programmed" to begin walking at 12 months. If a child's brain is not ready to learn a particular skill, the child simply cannot learn it.
Reading is a developmental skill ("Across state, kindergarten is becoming the new first grade," Oct. 24). When reading is part of the curriculum in kindergarten, a significant number of students will simply not catch on. Public schools in the U.S. have been emphasizing academic instruction at earlier and earlier ages, which results directly in many children feeling like failures for not being able to master what their brains are not ready to learn, and who are destined not to become fluent readers because the level of instruction is always too high for them to benefit.
Successfully teaching a greater proportion of students to read fluently by third grade requires more than instruction in reading decoding (phonics). Ideally, all students come from homes where they are read to, exposed to books extensively and have preschool experience. We all know this is not the case. Students from "low print" homes have not had this experience. Skills they need to learn in kindergarten include holding books right side up, scanning from left to right and top to bottom, recognizing word boundaries in print (the space that indicates that one word has ended and another has begun), and being able to separate words into their sounds (not letters).
If children can generate rhyming words, it is an indication that they know that they can take one sound off the beginning of a word and substitute another. This is the time to introduce formal reading instruction. It makes me very sad to see rooms with kindergartners who simply are not ready for the academic setting in which they find themselves, and are not taught the skills that would help them most. My comments are based on research and experience gained from more than 30 years working in Minneapolis public schools.
Carol Henderson, Minneapolis
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I am happy to know that Minnesota really understands the importance of rigor in kindergarten. The unfortunate tendency of children to want to enjoy themselves must stop, despite claims of mushy-minded "experts" who say that play improves "social and emotional development," whatever that is. We must maintain our economic and military superiority. Children should not be allowed to behave like children.
Stephen Krashen, Los Angeles
The writer is an emeritus professor at the Rossier School of Education at the University of Southern California and president of the Kindergarten Kalculus Association.
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