A friend of mine is really worried. Her five-year-old isn’t reading yet. “He’s just a slow learner,” she said anxiously. I wished I could reach through the screen and comfort her. “Listen,” I replied, “I had to teach my youngest son to read three times before it finally clicked.” She looked shocked.
“Does he have any learning challenges?” I inquired. “Has his teacher expressed any concerns?” She shook her head. “But he’s at the bottom of his class!” I shrugged. “Kids at the bottom might just take a little longer or need extra support, but they will learn to read when they’re ready. Just give him the support he needs right now.” I sighed. “We really need to move away from labeling kids as ‘slow readers’.”
Expectations in Kindergarten
My kindergarten classroom was filled with colorful letters, each accompanied by silly characters. We sang catchy songs about the alphabet. I remember thinking, “I’m Mr. M, munching away!” Not everyone in my class knew their letters (I did thanks to my mom and a little help from Sesame Street!), and most were just figuring out how to spell their names. We weren’t slow learners; we were kids growing at our own pace. When we could recognize our names pinned on the bulletin board, we were rewarded with a pack of Smarties.
I learned to read simple sentences by the end of kindergarten. I often stumbled over words that didn’t rhyme, like “what,” and I misspelled “while” as “why’ll.” Aides helped us during writing time; who knows how I ended up using “daffodils” in a poem!
In first grade, I was reading the classic Dick & Jane books. I eventually mastered reading and writing; I was deemed “on track.”
The New Definition of “On Track”
Today, children are expected to enter kindergarten with the ability to recognize some letters and a few sight words, according to Scholastic. By the end of kindergarten, they should be familiar with common vowel combinations and a significant portion of high-frequency words. These expectations were vastly different from what I experienced.
I was placed in the gifted program a year later, and I was in the top reading group in my first-grade class. My abilities didn’t reflect the majority of my peers. This change in educational standards suggests that kids once considered “gifted” are now simply “on track.” Those who were “on track” back in my day are now seen as lagging behind.
Changing Standards
Our expectations have changed drastically over the years. A 2016 study showed that by 2010, teachers increasingly expected children to be prepared for reading in kindergarten. Compared to 1998, the number of teachers who believed children should learn to read during kindergarten jumped from 31% to 80%. Some children even took standardized tests in kindergarten, with a third of them being tested as early as one month into the school year.
The push for early reading skills can be problematic, particularly for children from different backgrounds. Some studies indicate significant disparities in preschool quality based on race and socioeconomic status, which can exacerbate achievement gaps. Labeling children as “slow readers” because they lack certain preschool experiences is not only unfair but also discriminatory. This approach can lead to further struggles as children are pushed to read before they are ready.
Recognizing Readiness in Children
My husband and I both have advanced degrees in English and we are avid readers. We’ve been privileged in our education, but that doesn’t mean every child has the same experience. I started teaching my middle son to read at five, but it didn’t stick until he was six and a half. Now, he reads college-level texts, but he still stumbles on certain words. Every child has their own timeline for learning.
I reassured my friend that her son just isn’t ready yet. He’s fortunate to have a mom who understands literacy, and when he’s ready, she can help him catch up.
When to Seek Help
Many kids simply aren’t ready to read yet. However, if you have concerns about your child’s progress, it might be worth seeking an expert opinion. My own “spider-sense” kicked in when my son struggled to learn to read, and we eventually discovered he needed support for his ADHD.
Children may require extra assistance for various reasons, including learning disabilities like dysgraphia or dyslexia. If you’re worried about your child’s progress, don’t hesitate to consult with a professional.
Rethinking Our Approach
Not ready to read by age five or six? Your child doesn’t need more worksheets or a tutor. They need time to play with their LEGOs and explore their interests. Most kids will learn when they are cognitively and emotionally ready. It’s essential to avoid making reading a source of stress; it should be a joyful experience.
What matters more: your child’s emotional health or their ability to sound out words? There is a difference between genuine struggles and simple laziness.
So, take a deep breath. Give your child the freedom to learn at their own pace. They will pick up reading when they are ready. Provide them with books they enjoy and don’t worry too much about age-appropriate labels. Reading is reading, no matter the format.
If you’re still concerned or if a teacher has raised alarms, don’t hesitate to seek outside help. Just remember, the term “slow readers” is an outdated and ableist label that doesn’t reflect reality. Everything will be okay.
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Summary:
It’s important to recognize that not all children are ready to read by age five, and being labeled a “slow reader” can be harmful. Children develop at their own pace, and many factors contribute to their literacy skills. Rather than pushing for early reading, parents should focus on supporting their children’s emotional well-being and providing enjoyable reading experiences. If there are concerns, seeking expert advice can be beneficial, but it’s crucial to avoid stigmatizing children as “slow readers.”