Last Thursday I talked about my observations regarding reading stamina and enjoyment and the disparity between the lower socioeconomic and higher socioeconomic status schools. (low SES and high SES). As always, I have thoughts and ideas.
One of my thoughts (and I give you that this is a total generalization) is that most students in a high SES were first exposed to reading at a very young age and through being read to by a parent. So, in addition to all the things we know are important in “making” readers—early and continuous exposure to print, seeing reading modeled and that type of thing, being read to was first and foremost a pleasurable experience.
I know that in our house I started reading to my kids from almost the day they were born. I’m probably a bit extreme, but I even read my own books out loud to them when they were newborns—that way I could be snuggling them and still get to read my book. Later, we had story time several times a day and story time was always snuggle time. When I look back on their childhoods many of my fondest and most frequent memories with my children have to do with cuddling up and reading. So for my kids there is no doubt that their earliest connection to books and reading was filled with love and warmth.
Contrast that experience to the experience of (generalizing again) a child from a low SES. Frequently kindergarten is the first time they encounter books and reading in any substantial way. With the way kindergarten is done today that means that reading equals work. Reading is mandatory and for the most part pressure-filled—especially for those students to whom it does not come easily. Reading is not pleasure, reading is hard.
So just from a standpoint of what we could do TODAY, with no extra funding, to close the achievement gap, what about taking the pressure off in kindergarten? Don’t ask kids to learn how to read. Just read to them (get community volunteers to increase the amount of one-on-one reading time), give them books to take home, have plenty of play time, some cooking time and call it a day. Make their first introduction to reading and school in general be pleasurable and warm.
For those kids who are itching to get moving on the whole reading thing—they will catch on. They just will. A year of no-pressure and good times is not going to put anyone behind, but it might allow time for some kids to catch up.
Thoughts?



