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Love for "reading with three people" is the answer to success

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The United States is suffering from a literacy crisis. This crisis has been built for decades, and each new round of test results and research sheds a great deal of light on the reality that many children struggle to read. For years, before the outbreak of the pandemic, school managers, educators, and the media have referred to studies showing how students lag behind literacy.

According to a 2020 survey by the U.S. Department of Education, half of all Americans are unable to read beyond what is normally defined as sixth grade levels, and the August 2019 Institute for Multisensory Education is another. 124 countries have a higher literacy rate than the United States.

The broader meaning is clear. Reading is the foundation of learning and a fundamental component of good education. If students are unable to master reading, they will inevitably struggle with any of the other disciplines. And, from a self-development point of view, the inability to read deprives learners of access to basic sources of information, inquiry and joy.

The difficult truth of lack of literacy is that reading is a skill and passion that is difficult to master in later life. Studies show that students may not be able to read at the appropriate grade level if they have not read at the grade level by the third grade. According to a long-term survey, 88% of students who graduated from high school without a diploma had difficulty reading in third grade. In addition, students reading below grade at the end of third grade were more likely to drop out later at high school level (4 times more likely) than skilled students.

With studies and statistics showing the importance of reading, it’s not surprising that school districts and state governments are looking for ways to improve these skills by third grade.

More than half of the states in the United States have started programs that are often identified as “Read By Three.” While these programs have limited measurable improvements, the importance of these initiatives is undisputed. While it is important to ensure that students are actually at third grade reading level when they reach that point, the approach to how education leaders prescribe solutions needs to change. As one educator eloquently said it, we need to “love the program.”

As a country, I think we need to focus on early reading comprehension development for maximum success in literacy programs. This is where early learners can most influence their literacy and make measurable progress. There are three solutions here and you need to help your child develop basic skills in an early reading program. The second is to invest in early detection and intervention. And the third is to encourage family literacy and deepen the involvement of reading-loving students.

Building basic reading comprehension in the classroom

The most important area of ​​the classroom is to focus on the need for instruction to build early literacy skills with strong basic skills. Helping children acquire skills such as printing concepts, phonics recognition, phonics, word recognition, and listening comprehension is a known predictor of future reading success and proficiency.

Basic skills allow children to read words, understand what they read, and build accuracy and fluency. And the sooner you can teach and start building these skills, the better. The acquisition and practice of these basic skills should be encouraged in the lower grades of primary school, but the starting point for literacy education should begin at an earlier age, emphasizing the importance of pre-kindergarten and early kindergarten reading programs. I have. In addition, these programs should be based on evidence-based educational strategies, combined with high-quality materials, and backed by effectiveness and positive results.

Investing in early detection and intervention

Programs aimed at helping young learners become better readers should include strategies for detecting early literacy delays and intervention tools to get learners back on track. .. Early reading ability is an important indicator of future academic success, ideally emphasizing the importance of early detection of literacy delays before or when a child enters kindergarten. This makes classroom technology a valuable tool for educators, helping each child identify the specific support and attention they need early in learning, and making them more powerful literacy early in school. Helps increase opportunities to develop abilities. These technologies also allow teachers to build a full-spectrum basic reading program and enhance their support when parents work with their children.

Developing student engagement through home literacy and reading

One of the main predictors of children becoming strong readers is their ability to literate at home from an early age. Educators and parents can encourage this in a variety of ways, from bringing books home to taking parents to school. By providing access to early childhood reading programs and pre-k experiences, and helping schools and pre-k programs provide books to poorly serviced homes and communities, leaders give young readers a life. Provides the opportunity and experience to use books early on. Best of all, without love and excitement, children will not learn to read well. Learning to read is still fun, with parents by catching their excitement and interest early as children sing songs, read rhyming books, and engage in playful whimsical stories. Educators help stimulate their love of reading.

There is no one-size-fits-all approach when it comes to learning to read, and for some, it’s very difficult. As a country, an important first step in combating this crisis is to see how educators and parents can identify and intervene early and focus on early reading skills and development. We parents, educators, and school managers must help our children find the joy, love, and joy of reading so that they can grow into future adults who are confident and successful.

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