Third graders worked hard since Pre-K. They learned to pronounce the words. They can read full sentences fluidly. Before beginning school, they learned how to turn on Shrek and call grandma by pushing 2 buttons. The repetitive behavior pattern of learning which symbols to press in a particular sequence begins when they are a few days old continues through life. Reading a story book today means putting in a CD, and letting the book talk to them. Most children experience libraries before school. Library books, even the ones containing brightly colored pictures, are understandably not favored over the ones talking and singing.
In Kindergarten, they learn ABC’s, progress to full words, later full sentences. Because of electronic toys that taught them what they need to know, adjusted to their short attention spans instead of correcting the problem, they are mentally programmed to stop thinking at a certain point. “The emphasis, too often, is on passing the test, which is why some kids in the classroom are taught strategies for guessing the right answers” (Editorial, 2007). Electronic games containing information easily accessible teaches them how to quickly get what they need.
It does not teach them to carry a storyline. Many times, children and adults, are reminded it is not possible to remember everything. The important thing is to know how to access needed information. Children spent all their lives developing patterns, recognizing symbols, color coordination, and analyzing a situation by looking at a picture or video. Third graders are given periodic reading skills evaluations test below average. Teachers, parents and children are frustrated. The child has learned. The teachers have taught. The parents have assisted. Children are discouraged even further.
Third grade children testing low reading levels find substitutes. Children receive praise for every little thing they do. They take a test. Messages from tests point out their shortcomings. They are not going to work harder at something they believe they cannot succeed at. Older children, sixth and seventh graders and up, refuse to compare their skills by test scores. Improving or getting desired results, even academics, may be very different from teaching methods. When educators realize students are successful without their input, problems are created. Problems are not influencing children.
“The fabric of schooling is rendered obsolete by electronic networking” (Marsh, 1999). Electronics teach subjects in question. Learner is not consistently evaluated and reminded what he or she is not doing right. Mistakes catch themselves. Combining nations require changes. “The most dramatic need for debate over school reform in the United States has been the rise and influence and sophistication of calls for market based reforms” (Wang, 2001). Asian children hearing their first English word at six years old cannot be compared to those born in America.
Non-writing communication skills are replacing necessity for reading. Industry is changing the way of living. When international trading is involved, money is the only important issue. Eastern oil owners are not going to sit there and learn English before they accept money. Children follow examples. If children are making low test scores, but can recall general story line from reading a fairy tale book, their reading skills are fine. So many factors are unknown. Who is saying children’s reading skills are declining? How are they drawing this conclusion?All factors need to be considered.
Notes;
Editorial; Schools might expel PACT: S. C. education chief considering push for big changes in testing. (Feb 13, 2007) In State (Columbia, SC), pNA. Retrieved April 12, 2007, From info trac Newspapers via Thomson Gale Http://find. galegroup. com/itx/infomark. do? &contentSet=IAC-Documents&type=retrieve&tabID=T004&prodId=SPN. SP00&docId=CJ159233940&source=gale&userGroupName=txshrpub200866&version=1. 0 Testing; Kids may be learning a lot of data without knowing much. (Editorial). (March 26, 2007) In The Post-Standard (Syracuse, NY), pA8.
Retrieved April 12, 2007, from InfoTrac Newspapers via Thomson Gale: http://find. galegroup. com/itx/infomark. do? &contentSet=IAC-Documents&type=retrieve&tabID=T004&prodId=SPN. SP00&docId=CJ161044546&source=gale&userGroupName=txshrpub200866&version=1. 0 Marsh, David; 1999; Preparing Our Schools for the 21st Century Alexandria, VA Assoc. for Supervision and Curriculum Development; http://www. netlibrary. com/Reader Wang, Margret; 2001; School choice or Best System. What Improves Education; Lawrence Erlbaum Associates; http://www. netlibrary. com/Reader/