Here is a post by Dr. Gwendolyn and my thoughts. LINK.
Dr. Gwendolyn:
Can we wait until third grade to address reading gaps when we know that early intervention is effective? Research consistently demonstrates that the sooner we intervene, the better chance we have of closing these gaps before they widen and become more challenging to manage.
My thoughts:
I agree. I’ve often questioned why we wait until fourth grade to identify students who aren’t reading at grade level, and I haven’t received a satisfactory answer. This notion that we must wait until fourth grade seems to be perpetuated by those with vested interests. Just think about how many intervention and remediation services would be impacted. Another unanswered question is how we can identify children likely to struggle with reading by the end of first grade right at the beginning of that year.
Dr. Gwendolyn:
Chall's Stages of Reading Development emphasize the importance of mastering letter-sound relationships early on, as this foundation is crucial for progressing to more advanced reading stages. By December, students should be able to read decodable texts fluently, which will support their ongoing phonics instruction and comprehension growth.
My thoughts:
This has been stated for decades, so why is there still a lack of mastery in letter-sound relationships?
Dr.Gwendolyn:
Dr. Richard Allington’s research underscores that the amount of reading and access to appropriately leveled texts—like decodable books—are vital for struggling readers. Providing these resources early helps build both automaticity and confidence. By the end of kindergarten, students should have completed their phonics instruction, developed strong comprehension skills, and established a solid foundation for first grade.
My thoughts:
This is frustrating. It’s like expecting a child who hasn’t learned to crawl to suddenly run and jump high.
No wonder Einstein said that there is no end to stupidity.
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