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City has envisioned alternative paradigms and systems, which could potentially emerge more rapidly in the wake of the pandemic and growing dissatisfaction with the status quo.
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Thoroughly aware of the increasing disconnect between schooling and learning, Dr. Given the many ways society has changed in the past 25 years, it’s remarkable and even a bit disconcerting that the way reading is taught has stagnated. “In the 20th century,” she says, “you could make a decent living without being a good reader.” Today’s well-paying jobs demand literacy and the problem-solving skills that literacy boosts. City notes that the rate of fourth-grader readership has generally held steady for the past quarter century. According to the National Assessment of Educational Progress (NAEP), over half of fourth graders aren’t reading on grade level. If children are not reading on grade level at that age, it isn’t impossible to catch up, but doing so just gets harder and harder from that point forward. City admits.įourth grade is the make-or-break year for reading.
#Byword to the nations how to#
“I didn’t know how to teach systematic phonics,” Dr. (Schwartz and Sparks say that less than 7% of children become readers on their own.) Her second grader, on the other hand, struggled with the fundamentals, a reminder that differences can be pronounced within families.Įven Harvard experts despair at the prospect of imparting the elusive secrets of literacy. Her kindergartner seemingly did nothing but play Lego after school shut down in March 2020, and yet he somehow ended up reading. Elizabeth City of the Harvard Graduate School of Education (HGSE) mentions her own children. There are recognized best practices for building these skills, but not every method works the same on every child. Eventually, they need to be able to recognize most words automatically and read connected text fluently, attending to grammar, punctuation and sentence structure.” Dr. They need deep background and vocabulary knowledge so that they understand the words they read. They need to know the different sounds in spoken language and be able to connect those sounds to written letters in order to decipher words. “Reading requires children to make meaning out of print. An Education Week piece by Sarah Schwartz and Sarah D.
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Education researchers know a lot about how most children learn to read.