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They sell things like "Baby Einstein" material to narcissistic parents who demand that their child should be "exceptional" and a "prodigy," not just a regular, happy, normal, well-functioning kid. Yes I did read the comments.

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Moreover, who the heck do you think you are?! I was commenting on my experience No where did I use the word prodigy What I said was the methods used for determining reading levels are flawed and it's the story telling that most important for developing a life long love of reading. There are many activities you can do with your child to promote bonding and have happy, well adjusted kids.

But if you want your kid to love reading for life I'm all for reading lovely storybooks TO toddlers because it benefits them on several levels. It's particularly a loving, bonding experience when the child can sit with you in a big chair and look at the beautiful illustrations as you read to him or her. What I'm against is expecting little toddlers to perform academically way ahead of their developmental level.

I see evidence that very tiny kids are being expected to sit still and pay attention to reading software or learning programs when they should just be romping around, getting exercise, learning to socialize, and not meeting some preschool academic standard or other. These days, if a child is just learning to read short words and short sentences at age six, in first grade, it's viewed as "developmentally delayed", it sounds like. When I was in first grade we only went half-days for the first couple of months, because it was considered beneficial to the child to gradually introduce having to sit still and pay attention all day; we went home after lunch to nap or play all the moms in my neighborhood were stay at home moms and there was no homework yet.

Me, my younger sister, our cousins: all of us wound up being excellent readers, most of us went on to college, some of us started our own businesses, and all of us are financially successful, even though we were not started on actual reading until about halfway through first grade. When children are developmentally ready to begin learning to read at age 6, and eager to learn to read, they learn really quickly. Pushing toddlers to spend time sitting still and learning to read too early can stress them and takes time away from healthy physical activity and social activity.

You seem to be missing the point! Nobody here is advocating pressuring kids to perform at grade levels higher than where they are. If kids love to read, they will naturally excel at reading! My husband read to our daughter every night and every day I played with her and we made up stories. As she grew and learned to read on her own the seeds of enjoyment from reading were already sown. When she went to school, the school had received extra funding to hire two teachers aids to help teach reading because we live in a low income area. This extra emphasis on reading not only further developed my daughters love of reading but helped fuel the reading desires of the whole class!

I think you're missing the point of reading by putting to much emphasis on things such are bonding and illustrations. In the end it's all about the stories and where your imagination can take you. I can see that we have divergent viewpoints on this and will probably never agree, but I have multiple generations of successful readers my family members and their kids, and others of my generation to show as examples of the success of the way I was taught to read. And you have your examples.

So it would appear that there isn't just one best or only way, and kids are resilient. What you're saying isn't even relevant to what I originally said so I don't even know why you commented, let alone keep commenting! I still don't feel you understood a word I said because you're pushing your point of view, which isn't relevant to what I said. Basically you're insulting me, my husband, my daughter and her entire school because I don't know!!

Yes helping kids develop a love of reading IS a positive thing! And I must question your "generations of readers" in your family because reading comprehension is something you are lacking. I'm not allowed to have a different opinion than you? Sorry, but I have seen excellent readers develop who didn't begin actual academic reading lessons until age 6, who were introduced to Letter and Number shapes in kindergarten, and were read TO from storybooks a lot. Lots of beautifully illustrated storybooks. I and my extended family are examples. No academic pressure in kindergarten, no homework in preschool.

That works too and seems to produce less stress for kids. The toddlers and very young children and school-age kids I know that live around here all look so stressed these days. I don't think the suicide rate of high school kids nowadays exactly relates to this issue. There are so many variables in play and remember how much the global population has increased since Still, don't forget that this is only becoming a more cut-throat world and that fact will not turn around even if you want to kid yourself about it.

America thinks of everything as a competition and is comparing everything to China. Reading aloud to babies is more about language development and love of books. It shoutlkd be one of the most enjoyable parts of the day in very short on the lap sessions full of love and laughter. That can happen with moms, dad's, siblings and in daycare. It's about knowledge building and relationships a great start to eventually loving reading.

I was brought up on Dick and Jane, too, and have no brief against them except they are rather limited culturally, which is a whole other issue for a later post And I appreciate your support for the idea that, by third grade, students should have a pretty free hand in choosing their reading materials.

I want to add, also, that even for older kids, the teacher's role in choosing books can still be essential! Especially for kids who haven't developed their own taste for reading, teachers and school librarians are vital in finding and suggesting enticing, readable books to kids. I just don't think teachers, or schools, or tests, should be the ultimate choosers of books for kids, because kids usually know pretty much what they can read and want to read. And kids at all ability levels need the chance to "get more complex words and sentences," though some, as you mention, will need that "extra help" and support in tackling those more complex texts--the kind of support and help a good teacher can offer.

I agree you should let your toddler be a toddler, although I think modern day is heading towards toddlers using tablets furnished with reader apps and parents are reading TO their kids less and less. Also, don't forget that schools are funded basically in accordance with the overall 'achievements' of the whole class es. I recently completed a relatively quick and dirty review of literature looking for evidence for how and why reading supports learning at an advanced adult level i. I have typically extolled the benefits of reading to these sorts of people UG, PG, Professional with respect to being able to influence practice in this situation to the field of sport coaching and have been happy to do so.

However, I couldn't actually find any evidenced based theory to support my assertion. Having read this blog it seems like I have missed some research. If I have, can someone point me in the right direction please? Thanks very much.

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Hi Andrew- When you asked about "how and why reading supports learning at an advanced adult level," did you mean "reading aloud"? No, just the act of reading. I can definitely connect a theory or theories to why a coach or any 'professional' such as a teacher, medic etc reading a blog, paper, chapter etc e. Hope this clarifies. Thank you for your response. Not sure one could find evidence for something so general?

I mean, whether a professional benefits from reading an article or going to a workshop or whatever depends so much on both the content and quality of the article It's kind of like trying to find research on whether people benefit from "learning about things" I developed the Remediation Plus System in a reading clinic and we thought of the books to accompany our lessons as accumulated knowledge-like songs that were played after learning scales. It means they can read Captain Underpants in grade 1-the end of.. I agree that reading real texts makes use of accumulated knowledge--not just knowledge of sounds, but of words and of the written register--but I don't think the texts should be offered only after "quite a few sounds have been taught.

My colleagues in music education tell me that students no longer have to wait to play songs until "after learning scales," either. Current "best practices" in music instruction suggest that students be introduced to notes through simple songs e. But how can they play three blind mice and read the music sheet if they weren't taught the notes?

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I suppose they maybe would play by ear and follow the words or follow some other creative measure. In learning the alphabet, is it taught as "and Z"? I don't find myself using the letter 'and' very often, but I feel it may be encouraged in schools Just wanted to put my two-cents in this conversation Reading levels may be great for "average" kids, but they are absolutely horrible if you are an advanced reader.

Case in point, in fourth grade I tested at a 12th grade reading level. This meant that the elementary school I attended did not have any books at all at my level and I could not use them for book reports. I also could not use the childrens section of the public library. In fact, I had to do my bi-weekly book reports on books from the adult fiction section.

This sucked. Yes, I could read the books. That wasn't the issue. The issue was the content of the books. I was a kid. I wanted to read about things that appeal to kids. Instead, I had to read things like Clan Of the Cave Bear which is not a childrens book and involves rape and child-rearing amongst other things and while I could understand it, it was certainly not appropriate and I was unable to really appreciate what I was reading just due to being a kid trying read about adult problems. So, I don't really agree with or support reading levels. Kids should be able to read what they want to read I'm not saying that sixth graders should be reading "See Spot Run" to get an easy book report, but they shouldn't have to read Clan of the Cave Bear, either.

As a fourth grader, you were not allowed to get books from the children's section of the public library? That doesn't make sense. No, I was allowed to get books there for my own personal reading and often did. I could not use them for my book reports at school, though because the childrens section didn't include books at a 12th grade reading level. For our book reports, we first had to have a book get the teachers approval and she would check the reading level of it.

My elementary school library did not stock 12th grade reading level books This left me to select books from the adult fiction section, which didn't usually include a reading level at all, but were usually given approval from my teachers since they were for adults. It seriously sucked sometimes, because while I could understand the what I was reading, I had no real context for it and could barely relate.

Thanks for posting a great example of what I was trying to say about mis-use of "reading levels"! It is disappointing to see this misrepresented, especially as it could have been good support for your points, which are in some ways correct though perhaps oversimplified Unfortunately, the lack of fact-checking hurts the credibility of the other information shared in this article. There are various reasons a reader reads, and many reasons a teacher uses a text. A student's breadth of reading should include independent reading, guided reading, and reading of more complex text which should be directly taught, helping students learn to tackle more challenging text.

I worry you have not even read what you cite here, nor have looked for anything more current. To see this article posted in Psychology Today, with such a low depth of research and understanding from the field of education is disappointing.

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  6. I'm sorry you were disappointed. You are completely correct that the Common Core as envisioned by the designers called for reliance on much more than Lexiles. The problem is that, as it has been interpreted and enacted by the states, it has become extremely Lexile-dependent, such that many teachers are being forced to use only "grade-level" texts and many students are being restricted to reading only texts on their Lexile level for any type of assignment see several comments above for examples.

    And I think we both agree as I tried to say in my posting that "student's breadth of reading should include independent reading, guided reading, and reading of more complex text. Please cite these "common core affiliated materials" you mention in your article, and which "states" are pushing this, via direct evidence. Though you are very right this is an issue, this issue significantly predates common core. Which is why the CCSS documents directly address this. Interestingly, I AM against "reading levels" - this term alone is antiquated, and reading research has brought us far from this practice.

    You are creating confusion, as your research is not only absent, but your understandings of modern educational standards are significantly limited. First, the authors of this article did acknowledge that the Common Core has several factors teachers should consider when choosing text Appendix A. Second, in my experience as a college professor who teaches reading courses, most teachers, principals, and school leaders misuse the quantitative levels e. They DO limit children's reading to "their level" without truly understanding the whole issue. Third, and most importantly, the authors of this article are very well-respected and prolific reading researchers.

    Their answer to your very arrogant critique was humble and gracious. They are correct on all counts. Psychology Today should be lauded for publishing a readable, helpful, and concise article on a crucial "hot topic", relevant for current reading instruction.

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    I am going to assign this in my reading course and am sending it to many educators I know. Further, the discussion includes folks like Richard Gentry, another recognized reading expert. This is pure gold! Rebecca - Your personal attack of "arrogant" is interesting, as you try to establish yourself as superior in some way being a "reading professor". Should I feel need to tell you that I, too, teach and write at the university level - both graduate and undergraduate - with over 25 years in education?

    I would say that would be arrogant This is entirely untrue. Please cite these materials if it is.. It is exactly this kind of mythology that makes it harder for fixes to the very problem being complained about here to be initiated. When the ELA Common Core Appendix A spends almost 20 pages on text complexity and how to accurately assess it - and then this author not only ignores this, but actually denounces the common core, in an attempt to jump on the anti-public education bandwagon by slanting her journalism, this should be a cause for concern for everyone, but most especially professors of education.

    Though her premise that reading levels should be based on more than Lexile and it most certainly should , her attack on the very fix to this is misguided and dangerous. Yes - misuse of reading measures has most definitely been an issue. However, it has nothing to do with "common core" - in fact, "common core" documents denounced this at length, and went into enormous detail in an attempt to remediate it. Teachers jobs are difficult enough. Promoting mythology and policitized information and in a largely mainstream magazine of the actual fixes to this problem is irresponsible.

    I would hope you, as an education professor, would know enough about the standards to refute this to your undergrads, and not spend your time name and credential dropping instead. Reading researchers such as Tim Shanahan make this distinction. Persistent URL Instructions.

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