When I write about how my daughter is succeeding as a reader even though (or because?) I did not force sight word flashcards or memorizing the alphabet on her as a preschooler, my thinking inevitably returns to readers we would term “at-risk” because of their sorely limited book access.
I wonder if my talk of autonomy and following the child’s lead and student choice & voice are another facet of our privilege, overlooking the needs of kids that need to “catch up” with their peers? Is my priority to cultivate the reader over the reading level potentially damaging for these children?
But this question, and all initiatives out there that insist every child must read by a certain level by age fill-in-the-blank (usually implemented in areas with higher number of at-risk kids), leads to a rather slippery slope with regards to development & choice. We must be wary of practices that suggest that honoring developmental readiness is only reserved for children of a certain class.
— Julie McLaren (@MsJMcLaren) July 11, 2018
This wariness should become sharper when we are faced with programs that overshadow books themselves. When programs > books, we run into equity issues every time, because generally, only the kids that quickly finish up their program assignment get time to simply read books of their choosing (Matthew Effect, anyone?)
So, how do we…
…work to eliminate the reading ability gap our low-income students face while still honoring developmental readiness and choice?
…seek out accountability that all students are receiving high quality reading instruction while also avoiding silver bullet programs that promise guarantees?
…ensure that in our zeal to help them find words, we do not allow our anxious agendas to swallow up their voices & choices?
Even as we work to identify diverse literary needs and developmental readiness, we can find a more joyful, inviting reading community for all as we focus more on nurturing readers & cultures than on pushing reading levels.
“For too long we have focused on the development of reading for skills, not for the love of reading. Yet, we need both types of experiences in order to fully develop as readers.” ~Pernille Ripp
(so many practical ideas from Pernille on establishing that culture in her post).
For our early readers, we seem to have been especially caught up in the skills side of reading. We need to stop packing in skills so tightly that they crowd out reading itself.
As Donalyn Miller recently summed up,
— Donalyn Miller (@donalynbooks) June 28, 2018
Each and every one of our early readers deserve librarians just as much as they deserve high-quality reading specialists. They deserve books in their hands just as much as they deserve guided reading groups. And they deserve teachers who share their authentic love of reading just as much as they deserve teachers who effectively build decoding skills.
It’s understandable to feel overwhelmed by fear of kids falling behind. But when we start from a place of love of the reading instead of fear, we ultimately lay a literary foundation that is much more lasting and meaningful for all our readers.
featured image: DeathToTheStockPhoto