Which of the regions' private schools teach reading at the Pre-K level?

[Anonymous]

Anonymous wrote:OP: can you clarify what you mean by "teach reading?" Don't most schools use the use of phonics and letter sounds for this purpose?

Green Acres does not.

[Anonymous]

St. Patrick's uses the techniques you outlined in your 16:38 post primarily in kindergarten. There is emphasis on phonics and letter sounds in Pre-K and activities in which children need to place the correct letter into a word. For example, during the morning meeting in Pre-K, the children might have to figure out the letters for "-ood -orning" (Good Morning) or place letters into words on the calendar etc. In Pre-K they also try to place the correct letters into their classmates' names, and other related kinds of activites. They are looking at whole words in a context in Pre-K and then identifying correct letters that are missing. In Kindergarten, the more formal reading instruction takes place. They read whole books, learn sight words, etc. and also do "name studies" of all of the children's names in the class. They sound out and guess at words they do not know, using illustrations as a guide, and are encouraged to use approximations for words that make sense in the context of the sentence. I know that they also do a lot of one-on-one and small group reading. Hope this helps!

[Anonymous]

OP, sorry to take this discussion even farther afield, but all of this, to me, raises an even broader and more interesting point.

From this quick little summary, and from what I've been able to gather from all of my open house visits and talking to parents with kids in a number of different private schools, it seems to me that, in pre-k at least, they are all doing about the same thing. No school that we've identified really starts on reading skills in pre-k (Aidan, possibly, although I'm not convinced that their way is really teaching reading, at least in the traditional sense); it's all phonics, morning meeting, letter of the week, sounds, etc.

So..... why the fuss about which schools are "better?" If we all think our kids are so bright and so advanced (blah blah blah, ha ha ha), I guess it's sobering to realize that for all the $$$ we're shelling out, they are doing/ learning exactly what the Jones kids from next door are doing at their "lesser" independent or possibly even public school. I mean, if our kids were so smart, these schools would see their brilliance and start teaching them to read in pre-k. Right?

[Anonymous]

Learning to read is part of an education. At least for me and my children, the choice to go to an independent school centers more around the ability to learn how to learn, and instilling the culture of learning as a positive and enjoyable component of life.

My firsthand with DCPS from many years ago pushed me to an independent school education, if I was able to afford it.

In terms of the differences between the schools, I think the real distinction comes in the older grades. Some schools start in PK and go through 12th. Others start in K or end in 6th or 8th grade (forcing another round of application if the desire for private continues).

There are also differences in broader educational philosophy among the schools, particularly in the jr and sr high.

[Anonymous]

Can anyone tell me why there is a rush for children to read? My daughter learned how to read at the end of first grade and is doing much better academically (she is now in middle school) than children who were reading well before her. My son taught himself how to read in preschool, but he is not an academic star. Once all the children learn how to read -- and they all do -- there is no difference between the early and late readers. The danger of pushing early reading is that there are other things children need to be doing at that age for their intellectual development, like play and exploring, things that teach higher level thinking, problem solving, intellectual creativity.

[Anonymous]

NO pushing of early reading from me or anyone else on this thread that I can see. I know/completely agree that early reading is an indication of very little, at least no particular academic success or long term brillance. BUT, if a child of 3, 4, or 5 WANTS to learn to read, and is making efforts of his or her own at home, repeatedly asking his/her parents, will any of these schools (at least the ones I named - I am aware of the Montessori model but am interested in more traditional academic schools) work with the child? For instance, form a reading group to engage the child in school and let them read with peers.

Its not particularly exceptional in this town to have an early reader. What does seem to be excpetional is the lack of support that some of the top private schools offer to these kids, kids who are thirsting for reading skills and knowledge. Kids who start reading on their own often would LOVE to read with peers in a group. I speak from experience with my own kids. I am trying to understand the position of certain private schools (academically well regarded) on this.

So far, the only explanation of the existing program was of St. Patrick's. An excellent explanation and I sincerely thank the poster.

[Anonymous]

When DC applied for Pre-K, I was looking for a school that wouldn't push reading but would give an early emerging reader some special attention and opportunities.

She got that at WES where the teachers recognized that she was truly hungry to read. That's not a school OP is interested in, but she should find one that will do the same if her DC is like mine. It's just as important not to hold a child back as it is not to push them forward.

[Anonymous]

Anonymous wrote:Can anyone tell me why there is a rush for children to read? My daughter learned how to read at the end of first grade and is doing much better academically (she is now in middle school) than children who were reading well before her. My son taught himself how to read in preschool, but he is not an academic star. Once all the children learn how to read -- and they all do -- there is no difference between the early and late readers. The danger of pushing early reading is that there are other things children need to be doing at that age for their intellectual development, like play and exploring, things that teach higher level thinking, problem solving, intellectual creativity.

I strongly disagree with the notion that early reading does not have any impact. I don't think you can measure the impact solely in terms of either grades or fluency. My child was an early reader. Because she was reading 1-2 years ahead of most of her age-peers, her fluency/vocabulary/comprehension are much more developed. Also her substantive/fact knowledge is often greater than her late-reading peers.

If you think about it this makes sense. Would you really expect 1-2 years of extra practice not to have any impact?

Now, she might not be an academic star because what she reads/learns about is not the subject of academic testing. She might not perform well in school because she is bored to tears and usually racing to finish her work so that she can read silently to herself. Or she might not be a star because she is very shy and has already learned at her young age that it is not too cool to be too smart. There are many reasons why kids don't become "academic stars."