Reply to MCPS boasts about 54.9% 3rd ELA proficiency rate in latest MCAP results

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]If you read a story with any kid in preschool and kindergarten before bedtime, they will be reading children's books on their own in first grade.

That's all it takes.  It's a very small 15 minutes per day investment.

Same with math spend 15 minutes per day with your kid doing math and they will be way ahead.[/quote]

You’re delusional.

For one, 20% of kids have dyslexia. No amount of reading to them will teach them to read. They need intensive, systematic phonics-based reading instruction.

Another roughly 60% of kids don’t have dyslexia but still need intentional reading instruction.

It’s rare for kids to just pick up reading by osmosis the way you’re describing. It’s a myth. [/quote]

It's not osmosis.  You read 15 minutes per day and then in Kindergarten start having the kid read you those 2-3 letter word books like Bob Books.

Nobody can complain about schools unless they are doing this minimum amount of work with their kids at home daily.

And 20% of kids do not have dyslexia.  NIH says 5%. The only source that says 20% are companues trying to sell services.  [/quote]

The latest research is from Yale: https://dyslexia.yale.edu/dyslexia/dyslexia-faq/

And yes — what you’re describing is osmosis. The kid will apparently internalize what you’re reading, such that they’ll be able read Bob Books when they’re in kindergarten.

Guess what? My kid couldn’t do that. Many smart kids can’t do that. They needed systematic reading instruction to learn to read.

This is well known. Why are you fighting it?
[/quote]

An FAQ is not research. The actual numbers are much lower: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8183124/

From that analysis:
How prevalent dyslexia is depends upon the severity or cut-off used for identification. Common estimates of the prevalence of dyslexia fall in the range of 3 to 7 percent when specifying a criterion of scoring 1.5 standard deviations or more below the mean on measures of reading (Fletcher et al., 2019, Peterson & Pennington, 2012; Snowling & Melby-Lervag, 2016). Similar estimates have been attained from cross-cultural studies (Moll, Kuntz, Neuhoff, Bruder, & Shulte-Korne, 2014; Snowling & Melby-Lervag, 2016). Prevalence estimates are higher when the cut-off used for identification is less stringent. For example, by applying a cut-off of scoring at the 25th percentile in reading (which corresponds to approximately two-thirds of a standard deviation) and/or an IQ-achievement regression-based definition of 1.5 standard deviations, prevalence was estimated to be 17.4 percent of the school-age population (Shaywitz et al., 1992). However, most estimates of prevalence fall below 10 percent (Hoeft, McCardle, & Pugh, 2015).

If you define dyslexia broadly enough, you can get the number close to 20%, but most estimates are much lower than that.[/quote]

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