Effective communications is not only about words, it is about actions and behaviors. We have all heard that a picture is worth a thousand words. And it is particularly true with young people. Children mimic adults. They watch us closely and try do what we do — the good, the bad, and the ugly.
This is particularly true in teaching children to read. Parents of young children are taught to expose their youngsters to books. Show them how to hold a book. Teach them one reads left to right, and front to back. And most importantly, let them see you read — a book, a magazine, a newspaper anything.
In a field where modeling promising practices is king, this seems like a no-brainer. Non-verbal communications is a key component in teaching our children.
That’s why it was so discouraging to see the latest AP-Ipsos poll that found one in four adults read no books at all in the past year. And on the whole, the average American read four books a year. Startling — 25 percent of adults couldn’t bother to read one piece of chick lit, one Harry Potter, or entry from the NY Times best seller list.
Is it any wonder that 40 percent of fourth graders can’t read at grade level? Of those who struggle to master basic reading skills, how many do you think see parents or siblings or neighbors reading at home? Do we honestly think there is no correlation between the absence of reading in adults and the struggles of reading in kids?
Like it or not, parents are the first, last, and most impactful teacher a child ever has. Because of this, we have an obligation to ensure all children have access to the education and opportunity needed to succeed in this 21st century economy. And one can’t get on that path without an ability to read.
I know, I’m up on the Eduflack soapbox. And it can get lonely up here. But it is just too important not to scream into the wind on this topic yet again. I’ll yield the microphone if you pick up a book. Young eyes are on us all.
This is particularly true in teaching children to read. Parents of young children are taught to expose their youngsters to books. Show them how to hold a book. Teach them one reads left to right, and front to back. And most importantly, let them see you read — a book, a magazine, a newspaper anything.
In a field where modeling promising practices is king, this seems like a no-brainer. Non-verbal communications is a key component in teaching our children.
That’s why it was so discouraging to see the latest AP-Ipsos poll that found one in four adults read no books at all in the past year. And on the whole, the average American read four books a year. Startling — 25 percent of adults couldn’t bother to read one piece of chick lit, one Harry Potter, or entry from the NY Times best seller list.
Is it any wonder that 40 percent of fourth graders can’t read at grade level? Of those who struggle to master basic reading skills, how many do you think see parents or siblings or neighbors reading at home? Do we honestly think there is no correlation between the absence of reading in adults and the struggles of reading in kids?
Like it or not, parents are the first, last, and most impactful teacher a child ever has. Because of this, we have an obligation to ensure all children have access to the education and opportunity needed to succeed in this 21st century economy. And one can’t get on that path without an ability to read.
I know, I’m up on the Eduflack soapbox. And it can get lonely up here. But it is just too important not to scream into the wind on this topic yet again. I’ll yield the microphone if you pick up a book. Young eyes are on us all.
Eduflack By Patrick R. Riccards 
Actually the poll says 27% haven’t read even one book. And only 25% read more than 12, just a book a month. Shocking and scary.Oh, and your statement “40 percent of fourth graders can’t read at grade level” assumes that the grade level is the NAEP proficient level, but the National Assessment Governing Board specifically warns against that interpretation. “Notice that there is no mention of ‘at grade level’ performance in these achievement goals. In particular, it is important to understand clearly that the Proficient achievement level does not refer to “at grade” performance. Nor is performance at the Proficient levelsynonymous with “proficiency” in the subject.” — NAEP Achievement Levels: Reading (http://www.nagb.org/pubs/readingbook.pdf)