- --- In email@example.com, JoAnn Schwartz
> >> I could read at four, but there are many people much
> >> smarter and successful and skilled than me who picked
> >> up such things much later, so it makes no difference
> >> as far as I'm concerned.
> > Perhaps they are much smarter and more successful and
> > skilled than you are because they picked up such things
> > much later. On the other hand a child who is reading at
> > four, such as yourself, will be more successful in a
> > school setting, as reading is the basis of much of
> > the instruction.
> Hi Val,
> Just wanted to stick in my two cents here (U.S. coins
> rather than the Canadian ones I usually offer ;-> )
I'm always glad when you interject your common cents! Nyuk, Nyuk!
> One of the many blessings of a waldorf education is that,I certainly agree. I was thinking of a traditional school setting.
> at least in the early grades, reading is NOT the basis of
> much of the instruction. A lot of teaching is oral/aural
> or experiential -- walking, jumping, clapping the times
> tables, for instance. This type of activity is enjoyed by
> all the children, even those who can read.
> My eldest read easily, sight reading at age 3 and readingWell, my first two child'en didn't read until middle school and we're
> chapter books by first grade. She has certainly been very
> successful in school -- and will happily tell you that
> attending a waldorf school for K-8 was a blessing on many
> levels, including academic.
> On the other hand, my youngest just wasn't *interested* in
> reading until about the end of third grade -- so she
> wouldn't and didn't. By fifth grade, however, standardized
> reading tests showed her reading at an 8th grade level. At
> the end of 8th grade, she took the Secondary School
> Admission Test (equivalent to the SAT but for high school
> admissions, not college) and did very well -- particularly
> on the verbal and reading scores. She is finishing up a
> very successful first year at the local public high school.
> For her, the biggest blessing of her waldorf education may
> have been NOT being labeled as somehow deficient because
> she was not interested in reading for herself.
> So whether or not early reading enhances school performance
> would seem to depend on how much the school insists that
> the best -- or only -- way to learn is via reading. There
> is also some evidence that forcing young children to read
> before they are ready leads to a *lack* of academic success
> in later life.
still awaitin' on the third one. I just praise the good Lord
almighty, every day, JoAnn that I didn't have anymore.