I've been thinking about how to explain to non-educators how children learn to read. Everyone seems to think they know and our politicians and corporate reformists tout themselves as experts in the field. While they espouse the need for meeting the needs of individual children, their actions do not support their words. They are looking for a "standardized" product from our schools.
Things we know about child development. Childhood milestones are met within a range of "normal." We all know that not every child turns over, learns to crawl, learns to walk, or says their first word at the same age. Yet, it has been decided that every child will be reading at a certain level depending on their grade in school. Just like other developmental milestones, learning to read develops within a range of normal, or the average age for most children. Even that notion can be simplistic.
Think about learning to read being similar to building a building. Every building has to have a foundation and what kind of foundation depends upon the spot it's being built on. Just like some buildings seem to go up very quickly, others seem to take forever. However, the foundation is the key to a strong, long-lasting structure.
In some areas a concrete slab foundation can be used. The foundation is quick and the evidence of the structure being built can be seen very easily. The finished product may be very simple or quite complex, but the process was quick. Some children are like that concrete slab. Everything about reading comes together easily for the student. However, the outcome is still unique and not a "pre-fab" that looks like everyone else. There are subtle differences in the "finishes" and detailing of the building, just like there are subtle differences in children's processing of reading material.
Other areas require much more preparation for the foundation. There may be rocks to be removed, the depth and width of the footers for the foundation may vary in order for the building to be strong. So, in the beginning, there is a lot of activity and work at the site, but little to see until the foundation is done. Again, just like the concrete slab, once the foundation is complete, the structure built on it can be very simple or very complex.
The one thing that cannot be short-changed is the foundation. If the slab is not allowed to cure or the foundation not dug to the correct depth, etc. the structure built on it will be flawed. The structure will begin to fail. Then efforts are made to fix the problems with limited or no success because the problem is with the improperly installed foundation.
Every construction project has an estimated completion date. Dates are scheduled for when the foundation will be finished, the walls and roof will go on, the electrical and plumbing installation, and so on. All along the way, outside factors can sabotage the process and delay the finish date.
Children learning to read and acquire the complicated skills of making meaning of what they read is very much like a construction project. In general, some goals and timelines can be set for the acquisition of reading skills. However, every child is unique, so every foundation has subtle differences. The foundation process cannot be rushed or the rest of the structure is flawed and it takes years to fix if it ever really comes together.
A child's unique ability to make meaning of what they read is why we end up with adults joining book clubs to discuss the latest best seller. Each individual brings a little different viewpoint to the discussion. They become thinkers and problem solvers.
Efforts by our politicians and corporate reformists to "standardize" education is similar to the old "mill towns" that companies built for their workers. The foundations weren't great, the structures were poorly built and they didn't stand up to the test of time.
Our children deserve a great foundation in reading, no short-cuts, or artificial "finish" dates.
