Heartbroken
Once a week, many of the kids at my school are given a two minute reading fluency test. The students are given one minute to read a grade level passage and, when they finish reading, they are given one more minute to retell everything they can remember about what they read. The students' scores are based on how many words they read correctly in that minute and how many words they use correctly in their retell.
Last Friday, the fourth grade students read a passage entitled 'Cat Care'. The following sentence was a challenge for many of the students..."A trip to the vetrinarian each year can keep your cat healthy." Retelling this part of the selection went something like this...
Jessica* said, "You can take care of your cat every time you send him to the vegitarian for his shots."
Blaine retold with, "They need to go to the vegitarian to stay healthy."
Isaac concluded his retell by saying, " And they have to go the vegitarian."
Today, I was teaching my third grade group and one of the vocabulary words was terrace. Even after I had introduced the word, reviewed its meaning, said it correctly many times, and had the students repeat it correctly two or three times, all six of the students had difficulty pronouncing it. They kept reverting to tourist and, sadly, terrorist (which probably speaks volumes about the age in which they have grown up).
While these experiences can be amusing on the surface, deep down they break my heart. There are so many children who cannot read at grade level and it seems that more and more students are coming to kindergarten without the experiences and exposure to print that they need in order to be successful in school.
For many people, reading comes naturally. But, it is actually one of the most complicated and difficult things that a child must learn how to do. A fluent reader simultaneously and automatically will understand and anticipate language features such as syntax (word order) and semantics (word meaning). They will identify words instantly, and immediately apply meaning to those words. They also have the ability to pull understanding (comprehension) from what they read, and they do all this while maintaining enough metacognition (thinking about their own thinking) to understand when something does not make sense. (Something the students reading about cat care did not have).
Learning to read is a progression from the ear to the eye to the mouth. In other words, children must hear fluent reading before anything else. It absolutely, positively begins with reading TO. Students cannot become readers until they have been read to. This can happen at home and at school, but if it doesn't happen at home before they start school, those children are at a severe disadvantage. The average child begins school with 1500-1700 hours of reading at home. The low children only have 25-50 hours of reading at home. What a monumental difference!
Teaching reading is my life for 8-10 hours every day at school and at tutoring. I teach kiddos who labor with this ESSENTIAL life skill and will struggle to read for the rest of their lives. I know that my blog audience is not filled with people who need to be preached to about the importance of reading to their kids. These are already parents who care. And I don't need my blog to be consumed by this topic the way the rest of my life sometimes is, but teaching reading is such a huge part of who I am and why I have been put on earth. It is so difficult to watch children struggle with the embarrassment and humiliation of being illiterate.
*Student names have been changed.
This novel brings seven former schoolmates together after more than 20 years to attend a wedding at an inn in the Berkshire Mountains. The tight bond held by this group of friends was shattered years earlier when one of their own died unexpectedly. The blossoming relationships and potential of each of these central characters jackknifed with the death of this friend, and the wedding reunion gives the characters an opportunity to seek out a resolution for the paths they did not follow.
