Reblogged from Russ on Reading
In a rather snarky post in the Thomas B. Fordham Institute’s Flypaper blog last week, literacy expert and professor emeritus from the University of Illinois at Chicago, Tim Shanahan, mocked a recent article in The Atlantic, by Tim Walker, entitled “The Joyful Illiterate Kindergartners of Finland.” The Atlantic article reports on the play oriented kindergarten practices of Finland.
In response Shanahan says essentially, “We’re not Finland!” Personally, I am glad to hear this in a blog from the conservative Fordham Institute, since our failure to match Finland’s (and other places like Singapore, Japan and Lichtenstein) performance on international tests like PISA has been a chief driver behind the education reform movement.
The United States is different from Finland, of course. Finnish children are much less likely to be poor and are much more likely to be raised in a household with two college graduates. Finnish kindergartners also learn to read in a language that is far easier to decode than English.. But five-year-olds in Finland are not developmentally that much different from five-year-olds in the US. Five-year-olds around the world learn best through structured play. As Mr. Rogers said long ago, “Play is really the work of childhood.”
Shanahan says he has read the research and that to argue that literacy should not be taught in kindergarten is a claim you can make “only if you don’t know the research.” Well, others have read the research too, and not everyone would agree that formal instruction in literacy in kindergarten is a good or necessary thing. Many researchers, including Nancy Carlsson-Paige of Defending the Early Years, argue that “no research documents long term gains from learning to read in kindergarten.”
What is a poor teacher to make of this? How is a parent supposed to know what is appropriate for kindergarten? As usual, the best answer lies somewhere between the two extremes. Read More>>