What is the highest reading level in your kindergarten class?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm sure there are school systems that have the time to test children individually like this. Just because here in the DC area with classes well above 25 doesn't mean there aren't other schools much smaller with the time to do this. Outside of DC I hear about public schools in the 15-20 range all the time with no special ed, FARM, or ESOL students. Even here there are private schools of 10 kids in a class.

There may well be but this person doesn't want to disclose it nor does she want to hear anything but that her child is well above and beyond. Two first grade teachers commented as did many other parents about how advanced readers often level off and slower readers catch up. (That is precisely why most advanced academics don't start until third grade.)

I am not sure why it bothers anyone whether or not the PP's child is advanced. I am a school psychologist and the vast majority of advanced readers do not level off. There are kids who enter kindergarten decoding AND comprehending at a third grade level and above. It is silly to say the student doesn't comprehend a book because they can't somehow relate it to their own limited life experience. The vast majority of those kids do not stagnate for three years while the others catch up. They continue to progress, however, the difference is not so apparent. Anyone can tell the difference between reading at a kindergarten level (which is not really reading) and reading at a second grade level (you can read and understand beginning chapter books like Frog and Toad to slightly harder chapter book Junie B. Jones / Magic Tree House). However, it is much more difficult to tell the difference between reading at a third grade level and a fifth grade level, so it appears that everyone has leveled off. There are a few students who enter kinder without knowing any letter sounds and are fluent readers by the end of kindergarten and have caught up to the earlier readers by second grade or so. They tend to have attended play-based preschools AND have well-educated parent who have read to them since they were very young. The vast majority of students in the U.S. do NOT catch up if they are not reading at grade level in first grade; they fall further and further behind. Anyone interested in the research should Google Mark Stanovich and the "Matthew Effect".

This is completely, completely against what I've been taught in my education (masters degree in education), my experience in teaching (both first and third grades), and the continuing education courses I've taken. For what it is worth, we would not consider Junie B. Jones or Frog and Toad to be advanced literature on a third grade level. I think the above poster is the sock puppeting mother of the kindergartener.

Really, let it go. I am not the mother of the kindergarten. I don't care what level any other kid is reading, besides my own. I just dislike dealing with teachers who are so unwilling to consider the possibility that they might be wrong. I used to be a teacher before I became a school psychologist, and I will readily admit that there have been times when what I thought to be true was wrong. I am a better school psychologist now because I am now willing to consider all the possibilities even when it doesnt seem plausible at first. Becoming a parent has humbled me.

You should really review peer reviewed research in reading. A quick search and I found this study that followed 11 precocious readers who could all read before starting school at age five. They followed the kids for six years and found they maintained their superior performance relative to their peers.
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9817.2004.00239.x/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false
If you can post peer reviewed research that refutes what I am saying, please post it, I am always open to learning more about reading trajectories.

[Anonymous]

NP here...i pulled my old notes out from a class i took and (if i can read my handwriting) see that there was a study that said that differences in early literacy abilities did not distinguish reading ability by second grade.

Don't have my book to look it up...

[Anonymous]

Anonymous wrote:I don't know the highest but I'm sure my kid is the lowest since he can't read.

I'm with you! DD can't read. We were told at the start of school that the goal for MCPS is level 4 by the end of K. Our school tries to get them to level 6. I know one child (a friend's daughter) who is currently at level 13 in K. She is an advanced reader.

[Anonymous]

Anonymous wrote:NP here...i pulled my old notes out from a class i took and (if i can read my handwriting) see that there was a study that said that differences in early literacy abilities did not distinguish reading ability by second grade.

Don't have my book to look it up...

I believe that the myth of "leveling out by third grade" stems from a study that followed kids in head start, which does not really compare to the stores of kids coming into kindergarten reading at a 4th grade level.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm sure there are school systems that have the time to test children individually like this. Just because here in the DC area with classes well above 25 doesn't mean there aren't other schools much smaller with the time to do this. Outside of DC I hear about public schools in the 15-20 range all the time with no special ed, FARM, or ESOL students. Even here there are private schools of 10 kids in a class.

There may well be but this person doesn't want to disclose it nor does she want to hear anything but that her child is well above and beyond. Two first grade teachers commented as did many other parents about how advanced readers often level off and slower readers catch up. (That is precisely why most advanced academics don't start until third grade.)

I am not sure why it bothers anyone whether or not the PP's child is advanced. I am a school psychologist and the vast majority of advanced readers do not level off. There are kids who enter kindergarten decoding AND comprehending at a third grade level and above. It is silly to say the student doesn't comprehend a book because they can't somehow relate it to their own limited life experience. The vast majority of those kids do not stagnate for three years while the others catch up. They continue to progress, however, the difference is not so apparent. Anyone can tell the difference between reading at a kindergarten level (which is not really reading) and reading at a second grade level (you can read and understand beginning chapter books like Frog and Toad to slightly harder chapter book Junie B. Jones / Magic Tree House). However, it is much more difficult to tell the difference between reading at a third grade level and a fifth grade level, so it appears that everyone has leveled off. There are a few students who enter kinder without knowing any letter sounds and are fluent readers by the end of kindergarten and have caught up to the earlier readers by second grade or so. They tend to have attended play-based preschools AND have well-educated parent who have read to them since they were very young. The vast majority of students in the U.S. do NOT catch up if they are not reading at grade level in first grade; they fall further and further behind. Anyone interested in the research should Google Mark Stanovich and the "Matthew Effect".

This is completely, completely against what I've been taught in my education (masters degree in education), my experience in teaching (both first and third grades), and the continuing education courses I've taken. For what it is worth, we would not consider Junie B. Jones or Frog and Toad to be advanced literature on a third grade level. I think the above poster is the sock puppeting mother of the kindergartener.

You are wrong on a lot of things. Mom of kindergartner here. I'm not any of the PPs. And, it is becoming more and more clear that you just suck at reading comprehension.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm sure there are school systems that have the time to test children individually like this. Just because here in the DC area with classes well above 25 doesn't mean there aren't other schools much smaller with the time to do this. Outside of DC I hear about public schools in the 15-20 range all the time with no special ed, FARM, or ESOL students. Even here there are private schools of 10 kids in a class.

There may well be but this person doesn't want to disclose it nor does she want to hear anything but that her child is well above and beyond. Two first grade teachers commented as did many other parents about how advanced readers often level off and slower readers catch up. (That is precisely why most advanced academics don't start until third grade.)

I am not sure why it bothers anyone whether or not the PP's child is advanced. I am a school psychologist and the vast majority of advanced readers do not level off. There are kids who enter kindergarten decoding AND comprehending at a third grade level and above. It is silly to say the student doesn't comprehend a book because they can't somehow relate it to their own limited life experience. The vast majority of those kids do not stagnate for three years while the others catch up. They continue to progress, however, the difference is not so apparent. Anyone can tell the difference between reading at a kindergarten level (which is not really reading) and reading at a second grade level (you can read and understand beginning chapter books like Frog and Toad to slightly harder chapter book Junie B. Jones / Magic Tree House). However, it is much more difficult to tell the difference between reading at a third grade level and a fifth grade level, so it appears that everyone has leveled off. There are a few students who enter kinder without knowing any letter sounds and are fluent readers by the end of kindergarten and have caught up to the earlier readers by second grade or so. They tend to have attended play-based preschools AND have well-educated parent who have read to them since they were very young. The vast majority of students in the U.S. do NOT catch up if they are not reading at grade level in first grade; they fall further and further behind. Anyone interested in the research should Google Mark Stanovich and the "Matthew Effect".

This is completely, completely against what I've been taught in my education (masters degree in education), my experience in teaching (both first and third grades), and the continuing education courses I've taken. For what it is worth, we would not consider Junie B. Jones or Frog and Toad to be advanced literature on a third grade level. I think the above poster is the sock puppeting mother of the kindergartener.

You are wrong on a lot of things. Mom of kindergartner here. I'm not any of the PPs. And, it is becoming more and more clear that you just suck at reading comprehension.

I'm the mom of one kindergartener and one former kindergartener. Former kindergartener was in the most advanced reading group (pulled by AART 2x/week for enrichment) and current kindergartener is the same (highest reading group, pulled for enrichment 2x/week for enrichment). I have to say that what I've witnessed is similar to what the teachers posted. Also, I attended the AART's informational session a few weeks ago about AAP and she said that the reason they don't do Level IV services until third grade is because there is a huge catch up to the faster readers by the slower readers by the end of second. Again, I'm coming from the same stance where my kids were in the highest in kindergarten. I also can tell you from someone who has had two advanced readers in K: there is a peer group. It is not unheard of. (I felt so certain that my oldest child would be "the" best out of the class and was a little surprised to find that she was one of 4 kids pulled out for enrichment. I then found out the other k class had several kids pulled out for the same thing. So while it was definitely a minority, there was a peer group of like readers. Yes, I was surprised at that. So that meant that out of about 56 kids in two different years, there were about 6 kids who were on a similar level.)

As a parent, I also do not consider Junie B Jones or Frog and Toad anywhere near a third grade level. (Don't get me started on Junie B. Jones "Stupid Smelly Bus..!" I was THRILLED when my then-kindergartener read through the Junie B. Jones series and got them out of her system (UGH!) Frog and Toad is much more pleasant and is a classic...but I think it is a very, very easy book and not on a third grade level. I'm not, in any way, discounting the fact that readers can be advanced in kindergarten...I'm simply giving my perspective that in an area like this, there are definitely several children who have these abilities.

As far as those who read being way ahead then as the years go on...I found in both first and second, several kids who were NOT pulled out for enrichment or who were not in the highest reading group, later joined in...remember if a family reads aloud to a child who may not be as advanced in reading, the child can still get vocabulary, different genres, etc.

I'm just giving my two cents and fully admit that I was surprised two years ago when my then-kindergartener was one of the best, but not the best. The summer before she began, I felt certain she would be the stand out star...boy was I taken down a peg or two!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm sure there are school systems that have the time to test children individually like this. Just because here in the DC area with classes well above 25 doesn't mean there aren't other schools much smaller with the time to do this. Outside of DC I hear about public schools in the 15-20 range all the time with no special ed, FARM, or ESOL students. Even here there are private schools of 10 kids in a class.

There may well be but this person doesn't want to disclose it nor does she want to hear anything but that her child is well above and beyond. Two first grade teachers commented as did many other parents about how advanced readers often level off and slower readers catch up. (That is precisely why most advanced academics don't start until third grade.)

I am not sure why it bothers anyone whether or not the PP's child is advanced. I am a school psychologist and the vast majority of advanced readers do not level off. There are kids who enter kindergarten decoding AND comprehending at a third grade level and above. It is silly to say the student doesn't comprehend a book because they can't somehow relate it to their own limited life experience. The vast majority of those kids do not stagnate for three years while the others catch up. They continue to progress, however, the difference is not so apparent. Anyone can tell the difference between reading at a kindergarten level (which is not really reading) and reading at a second grade level (you can read and understand beginning chapter books like Frog and Toad to slightly harder chapter book Junie B. Jones / Magic Tree House). However, it is much more difficult to tell the difference between reading at a third grade level and a fifth grade level, so it appears that everyone has leveled off. There are a few students who enter kinder without knowing any letter sounds and are fluent readers by the end of kindergarten and have caught up to the earlier readers by second grade or so. They tend to have attended play-based preschools AND have well-educated parent who have read to them since they were very young. The vast majority of students in the U.S. do NOT catch up if they are not reading at grade level in first grade; they fall further and further behind. Anyone interested in the research should Google Mark Stanovich and the "Matthew Effect".

This is completely, completely against what I've been taught in my education (masters degree in education), my experience in teaching (both first and third grades), and the continuing education courses I've taken. For what it is worth, we would not consider Junie B. Jones or Frog and Toad to be advanced literature on a third grade level. I think the above poster is the sock puppeting mother of the kindergartener.

You are wrong on a lot of things. Mom of kindergartner here. I'm not any of the PPs. And, it is becoming more and more clear that you just suck at reading comprehension.

I'm the mom of one kindergartener and one former kindergartener. Former kindergartener was in the most advanced reading group (pulled by AART 2x/week for enrichment) and current kindergartener is the same (highest reading group, pulled for enrichment 2x/week for enrichment). I have to say that what I've witnessed is similar to what the teachers posted. Also, I attended the AART's informational session a few weeks ago about AAP and she said that the reason they don't do Level IV services until third grade is because there is a huge catch up to the faster readers by the slower readers by the end of second. Again, I'm coming from the same stance where my kids were in the highest in kindergarten. I also can tell you from someone who has had two advanced readers in K: there is a peer group. It is not unheard of. (I felt so certain that my oldest child would be "the" best out of the class and was a little surprised to find that she was one of 4 kids pulled out for enrichment. I then found out the other k class had several kids pulled out for the same thing. So while it was definitely a minority, there was a peer group of like readers. Yes, I was surprised at that. So that meant that out of about 56 kids in two different years, there were about 6 kids who were on a similar level.)

As a parent, I also do not consider Junie B Jones or Frog and Toad anywhere near a third grade level. (Don't get me started on Junie B. Jones "Stupid Smelly Bus..!" I was THRILLED when my then-kindergartener read through the Junie B. Jones series and got them out of her system (UGH!) Frog and Toad is much more pleasant and is a classic...but I think it is a very, very easy book and not on a third grade level. I'm not, in any way, discounting the fact that readers can be advanced in kindergarten...I'm simply giving my perspective that in an area like this, there are definitely several children who have these abilities.

As far as those who read being way ahead then as the years go on...I found in both first and second, several kids who were NOT pulled out for enrichment or who were not in the highest reading group, later joined in...remember if a family reads aloud to a child who may not be as advanced in reading, the child can still get vocabulary, different genres, etc.

I'm just giving my two cents and fully admit that I was surprised two years ago when my then-kindergartener was one of the best, but not the best. The summer before she began, I felt certain she would be the stand out star...boy was I taken down a peg or two!

Nobody is saying that Frog and Toad and Junie B. Jones are third grade level. The first grade teacher mis-read something and felt the need to to hit on that.

I'm the mom of the kindergartner you quoted. I agree that you will a find a few kids reading junie B jones in a given Fairfax kindergarten class. FWIW, I believe there are a few kids reading some early chapter books in DD's class, but the teachers still feel the need to do 1:1 with DD for some language arts work. We have an excellent student to teacher ratio so I think the teachers are just able to do this. The kids are allowed to read anything at nap time and DD read Charlie and the Glass elevator in two naps and one night, so during 1:1 they were able to talk about the book together. (Technically they are working with her at the M level, but still let her read above level during nap. And, yes, she reads that fast.) It is really the perfect setup for DD. Oh, and the teachers here treat early reading like old hat. It is no big deal. I just get the facts from them and they comment here and there like about DD's amazing recall of details after reading a book. Oh, and I know of two children who were reading like this slightly earlier than DD.

I know DD is a good reader and is advanced in this one area. I would say comprehension is her strength. That is it. She has weaknesses, and I only hope she does well in the future. I never said she was going to remain a rockstar. I guess people assume that and feel the need to knock me down a peg. One of you seems to love it. I think it is the first grade teacher. It really does nothing to me. It only amazes me that people would think I am lying. I am proud, but proud like any other parent.

PP, how is you older DC doing now?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm sure there are school systems that have the time to test children individually like this. Just because here in the DC area with classes well above 25 doesn't mean there aren't other schools much smaller with the time to do this. Outside of DC I hear about public schools in the 15-20 range all the time with no special ed, FARM, or ESOL students. Even here there are private schools of 10 kids in a class.

There may well be but this person doesn't want to disclose it nor does she want to hear anything but that her child is well above and beyond. Two first grade teachers commented as did many other parents about how advanced readers often level off and slower readers catch up. (That is precisely why most advanced academics don't start until third grade.)

I am not sure why it bothers anyone whether or not the PP's child is advanced. I am a school psychologist and the vast majority of advanced readers do not level off. There are kids who enter kindergarten decoding AND comprehending at a third grade level and above. It is silly to say the student doesn't comprehend a book because they can't somehow relate it to their own limited life experience. The vast majority of those kids do not stagnate for three years while the others catch up. They continue to progress, however, the difference is not so apparent. Anyone can tell the difference between reading at a kindergarten level (which is not really reading) and reading at a second grade level (you can read and understand beginning chapter books like Frog and Toad to slightly harder chapter book Junie B. Jones / Magic Tree House). However, it is much more difficult to tell the difference between reading at a third grade level and a fifth grade level, so it appears that everyone has leveled off. There are a few students who enter kinder without knowing any letter sounds and are fluent readers by the end of kindergarten and have caught up to the earlier readers by second grade or so. They tend to have attended play-based preschools AND have well-educated parent who have read to them since they were very young. The vast majority of students in the U.S. do NOT catch up if they are not reading at grade level in first grade; they fall further and further behind. Anyone interested in the research should Google Mark Stanovich and the "Matthew Effect".

This is completely, completely against what I've been taught in my education (masters degree in education), my experience in teaching (both first and third grades), and the continuing education courses I've taken. For what it is worth, we would not consider Junie B. Jones or Frog and Toad to be advanced literature on a third grade level. I think the above poster is the sock puppeting mother of the kindergartener.

You are wrong on a lot of things. Mom of kindergartner here. I'm not any of the PPs. And, it is becoming more and more clear that you just suck at reading comprehension.

I'm the mom of one kindergartener and one former kindergartener. Former kindergartener was in the most advanced reading group (pulled by AART 2x/week for enrichment) and current kindergartener is the same (highest reading group, pulled for enrichment 2x/week for enrichment). I have to say that what I've witnessed is similar to what the teachers posted. Also, I attended the AART's informational session a few weeks ago about AAP and she said that the reason they don't do Level IV services until third grade is because there is a huge catch up to the faster readers by the slower readers by the end of second. Again, I'm coming from the same stance where my kids were in the highest in kindergarten. I also can tell you from someone who has had two advanced readers in K: there is a peer group. It is not unheard of. (I felt so certain that my oldest child would be "the" best out of the class and was a little surprised to find that she was one of 4 kids pulled out for enrichment. I then found out the other k class had several kids pulled out for the same thing. So while it was definitely a minority, there was a peer group of like readers. Yes, I was surprised at that. So that meant that out of about 56 kids in two different years, there were about 6 kids who were on a similar level.)

As a parent, I also do not consider Junie B Jones or Frog and Toad anywhere near a third grade level. (Don't get me started on Junie B. Jones "Stupid Smelly Bus..!" I was THRILLED when my then-kindergartener read through the Junie B. Jones series and got them out of her system (UGH!) Frog and Toad is much more pleasant and is a classic...but I think it is a very, very easy book and not on a third grade level. I'm not, in any way, discounting the fact that readers can be advanced in kindergarten...I'm simply giving my perspective that in an area like this, there are definitely several children who have these abilities.

As far as those who read being way ahead then as the years go on...I found in both first and second, several kids who were NOT pulled out for enrichment or who were not in the highest reading group, later joined in...remember if a family reads aloud to a child who may not be as advanced in reading, the child can still get vocabulary, different genres, etc.

I'm just giving my two cents and fully admit that I was surprised two years ago when my then-kindergartener was one of the best, but not the best. The summer before she began, I felt certain she would be the stand out star...boy was I taken down a peg or two!

Nobody is saying that Frog and Toad and Junie B. Jones are third grade level. The first grade teacher mis-read something and felt the need to to hit on that.

I'm the mom of the kindergartner you quoted. I agree that you will a find a few kids reading junie B jones in a given Fairfax kindergarten class. FWIW, I believe there are a few kids reading some early chapter books in DD's class, but the teachers still feel the need to do 1:1 with DD for some language arts work. We have an excellent student to teacher ratio so I think the teachers are just able to do this. The kids are allowed to read anything at nap time and DD read Charlie and the Glass elevator in two naps and one night, so during 1:1 they were able to talk about the book together. (Technically they are working with her at the M level, but still let her read above level during nap. And, yes, she reads that fast.) It is really the perfect setup for DD. Oh, and the teachers here treat early reading like old hat. It is no big deal. I just get the facts from them and they comment here and there like about DD's amazing recall of details after reading a book. Oh, and I know of two children who were reading like this slightly earlier than DD.

I know DD is a good reader and is advanced in this one area. I would say comprehension is her strength. That is it. She has weaknesses, and I only hope she does well in the future. I never said she was going to remain a rockstar. I guess people assume that and feel the need to knock me down a peg. One of you seems to love it. I think it is the first grade teacher. It really does nothing to me. It only amazes me that people would think I am lying. I am proud, but proud like any other parent.

PP, how is you older DC doing now?

]

DD was in the highest reading group in first grade and is in the highest reading group in second. She was also in the highest spelling group in first grade and given "extra" homework almost daily which I was thrilled with. (I don't know what spelling group she is in yet in second as word study just began about 2 weeks ago). In the two years since kindergarten, several children have moved up to her reading group - and I have to guess that they are on par with the "highest" reading group even though they were not in the highest reading group two or even one year ago. The highest reading group has also expanded to a handful of kids, to a larger handful last year and even a larger amount this year. She has a great vocabulary and a HUGE love of reading. She has routinely tested above grade kevel, to as far as the teacher tests in a particular year. She has also been in the highest math group as well. That said, her handwriting is poor unless she really tries, her writing could be great but she tends to rush through it, she sometimes doesn't check her work in math so while she knows all the basics, she can make a silly mistake.

[Anonymous]

PP: I think you're a great mother and right to be proud. There are so many people on these boards that seem to delight in telling parents with smart/advanced kids that their kids are not really that smart/advanced and I really can't explain why they feel the need to do that except that they are just green with envy.

[Anonymous]

Anonymous wrote:PP: I think you're a great mother and right to be proud. There are so many people on these boards that seem to delight in telling parents with smart/advanced kids that their kids are not really that smart/advanced and I really can't explain why they feel the need to do that except that they are just green with envy.

NP here and I agree with this completely!

PP, be proud of your DD. It's wonderful that she's reading so well, and that is a skill that will benefit her FOREVER. I was an early reader (by age 4) and always had great comprehension skills and love to read to this day. Often times on this board, people spew crap about how early readers hate reading later on in life, or they don't understand what they're reading. I really don't see that being true.

[Anonymous]

Anonymous wrote:

Anonymous wrote:PP: I think you're a great mother and right to be proud. There are so many people on these boards that seem to delight in telling parents with smart/advanced kids that their kids are not really that smart/advanced and I really can't explain why they feel the need to do that except that they are just green with envy.

NP here and I agree with this completely!

PP, be proud of your DD. It's wonderful that she's reading so well, and that is a skill that will benefit her FOREVER. I was an early reader (by age 4) and always had great comprehension skills and love to read to this day. Often times on this board, people spew crap about how early readers hate reading later on in life, or they don't understand what they're reading. I really don't see that being true.

I actually do think that some things can't be understood. For example, my child could read the book I'm reading now, but she couldn't understand it in a way that the author intends. The same could be true for literature that is too advanced for her for whatever reason. For example, my child would have no concept of what the heck was going on in Are You There Got? It's Me Margaret though she could certainly read the content well enough. I also don't know if my advanced reader would be able to truly understand a story about Anne Frank because one would, by necessity, have to have a basic understanding of World War II history in order to understand Anne's plight and why her diary is so meaningful. There are many, many books she has read that I've thought to myself, this is the kind of book she should reread in a few years to get a different level of understanding out of it. (She read a book on the underground railroad two years ago, which was a lovely, lovely book...but again, I don't think she could fully understand the historical aspect of it.)

[Anonymous]

Anonymous wrote:

PP, be proud of your DD. It's wonderful that she's reading so well, and that is a skill that will benefit her FOREVER. I was an early reader (by age 4) and always had great comprehension skills and love to read to this day. Often times on this board, people spew crap about how early readers hate reading later on in life, or they don't understand what they're reading. I really don't see that being true.

I agree with the PP. (And I was an early and enthusiastic reader, have two early and enthusiastic readers, and believe that learning to read is great because then you can read.) There are definitely 5-year-olds who read Harry Potter, for example. And they understand it, in the sense of being able to tell you that first this happens, and then this happens, and then... However, probably most of them are missing a lot that they would not miss when they were older; for example, why somebody did something, or the more subtle humor. By all means they should read it if they want to read it! But I'm not sure I'd really describe it as "understanding what they're reading". And if, in a few years, they said, "Oh, I read that already," I might suggest that they read it again.

[Anonymous]

I was an early reader and am not an avid recreational reader now like some friends who read a novel every week, but it's because I don't feel I have a lot of time. Also, when you read a lot as a child, sometimes you just want to move onto something else later in life like learning a new sport instead. I'm not sure it means anything. Reading is one skill among many.

[Anonymous]

Anonymous wrote:

Anonymous wrote:PP: I think you're a great mother and right to be proud. There are so many people on these boards that seem to delight in telling parents with smart/advanced kids that their kids are not really that smart/advanced and I really can't explain why they feel the need to do that except that they are just green with envy.

NP here and I agree with this completely!

PP, be proud of your DD. It's wonderful that she's reading so well, and that is a skill that will benefit her FOREVER. I was an early reader (by age 4) and always had great comprehension skills and love to read to this day. Often times on this board, people spew crap about how early readers hate reading later on in life, or they don't understand what they're reading. I really don't see that being true.

Thank you for the kind words, pps.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

PP, be proud of your DD. It's wonderful that she's reading so well, and that is a skill that will benefit her FOREVER. I was an early reader (by age 4) and always had great comprehension skills and love to read to this day. Often times on this board, people spew crap about how early readers hate reading later on in life, or they don't understand what they're reading. I really don't see that being true.

I agree with the PP. (And I was an early and enthusiastic reader, have two early and enthusiastic readers, and believe that learning to read is great because then you can read.) There are definitely 5-year-olds who read Harry Potter, for example. And they understand it, in the sense of being able to tell you that first this happens, and then this happens, and then... However, probably most of them are missing a lot that they would not miss when they were older; for example, why somebody did something, or the more subtle humor. By all means they should read it if they want to read it! But I'm not sure I'd really describe it as "understanding what they're reading". And if, in a few years, they said, "Oh, I read that already," I might suggest that they read it again.

I think this is true of books I read as a teen versus an adult as well. I got different things out of the books once I had more life experience.