Improving reading outcomes starts at home
Have you read to a child today?
When was the last time you read with your children, grandchildren, nieces or nephews or others as a volunteer?
About half of early elementary school students in Medford Area Public Schools do not meet reading proficiency levels for their grade based on the results of state standardized testing.
This is an alarming total and on a purely political and society level totally unacceptable.
Like most broad-brush results from standardized tests this percentage needs to be taken with a healthy grain of salt in order to be fully understood. An inherent failing of standardized tests is that they represent a snapshot in time without taking into account external factors or the progression of curriculums. Over reliance on this type of testing is more about politics than ensuring good public policy. Students are more than the sum of their test scores.
Even taking into account the failings of the testing system, the numbers reported for Medford is distressingly high. With the state mandating policies that force schools to hold back third graders who don’t meet reading proficiency levels, falling behind could have massive negative consequences on the district and its families.
School leaders and policy makers are working to find solutions. Educators are working with students in intervention programs and providing additional opportunities. Schools are taking the low reading scores seriously.
Just as there are nuances that impact the testing results, there must be nuanced as well as broad-scope efforts to improve overall reading skills. English language learners, those with dyslexia or other identified hurdles to developing reading skills need specific remediation and assistance to help them excel. School districts must continue to work to prevent students from falling through the cracks.
As with so many things, the first step to better reading for children begins at home.
According to an Ohio State study, children who are read to daily will have heard 296,660 words by the time they enter school. This is important, says United Through Reading, a program that encourages reading in military families, because vocabulary development is a crucial predictor of reading comprehension and academic success. Children with a more extensive vocabulary are better able to understand what they are reading and learn new information more easily. Start with picture books as infants and toddlers to build the love of reading before they enter school.
As much as it is important to read to younger children, it is important as families to take the time to read with children and encourage children to grow in proficiency by reading aloud.
There are ample resources in the community with the schools, public libraries and through the Little Free Libraries that where reading materials are kept stocked and available.
Reading is a fundamental skill necessary for future success not only academically, but societally. Reading skills are essential in all workplaces as well as to be able to become informed about what is going on at a local, state, and national level.
While schools have an important role in improving reading proficiencies, improving reading outcomes starts at home.
