Reply to Would you want a teacher trying to make your 3 yr. old read?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]18:56 Nine. Why? No reading issues now if that's why you're asking. Honestly I would have preferred he go to a school like 21:56 with the drama built in but I toured 15 of them and didn't find it. Other than the lack of drama, the preschool was pretty similar to 21:56's.[/quote]
No, I wasn't asking because of any possible reading issues. I was courious if early readers stay ahead of later readers. I once had the head of one of those ultra-elite NYC schools, tell me no. By 6th grade, he said you couldn't tell which were which. [/quote]

I'm the preschool teacher PP.

What the research seems to show is this.

If you have 2 kids, and you put them both in a preschool program that pushes decoding.  Now, let's say that one kid gets it, and enters kindergarten reading fluently, and the other kid doesn't, and enters kindergarten knowing 1/2 their letters.

In this case, it's likely, although not definite, that the child who entered with stronger skills will continue to have stronger reading skills.

Now, imagine that you take the same 2 kids and put them in a program that emphasizes play, with very little instruction on decoding.  One child picks up a lot by osmosis, and enters kindergarten knowing 1/2 their letters, and the other enters kindergarten knowing none.

Again, the child who ends up with the stronger skills, will continue to have stronger reading skills.

However, if you then compare the top kid from each of the two pairs.  The one who was pushed, and can now read, and the one who wasn't pushed, and now knows 1/2 the alphabet, you're going to find that they even out very quickly.  The effect of pushing wears off, and by 2nd or 3rd grade, the two kids will be indistinguishable in their decoding ability.  The same thing is true of the two kids on the bottom.  The one who came in with less with catch up.  So, the early instruction was pretty useless, as it didn't lead to lasting gains.

[b]On the other hand, the playbased instruction that the first group missed, during the time they were sitting and being drilled on reading, wasn't useless.  The kids in the second group will continue to show gains in social problem solving, something that's a huge predictor of long term success, long after any reading gains have worn off[/b].[/quote]

+1 million!!  I love this preschool teacher (both of her posts)!  So much sense and so well stated.  Especially the bolded part.  Nervous parents love to measure reading skills bc they are comforted by that quantifiable info, but kids are losing so much valuable, though less quantifiable, skill building, problem solving, social emotional development with all this focus on learning reading and math in preschool and teaching to the test in K and beyond.[/quote]
Agreed.[/quote]

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