Kindergarten Reading Instruction Challenged

"The Common Core State Standards call for kindergartners to learn how to read, but a new report by early childhood experts says that forcing some kids to read before they are ready could be harmful," declared the Washington Post.  The Post article continued...

"Two organizations that advocate for early childhood education — Defending the Early Years and Alliance for Childhood — issued the report titled 'Reading in Kindergarten: Little to Gain and Much to Lose.'  It says there is no evidence to support a widespread belief in the United States that children must read in prekindergarten or kindergarten to become strong readers and achieve academic success."

Some of the findings cited by the authors Nancy Carlsson-Paige, Geralyn Bywater McLaughlin, and Joan Wolfsheimer Almon:

• Many children are not developmentally ready to read in kindergarten, yet the Common Core State Standards require them to do just that.  This is leading to inappropriate classroom practices.
• No research documents long-term gains from learning to read in kindergarten.
• Research shows greater gains from play-based programs than from preschools and kindergartens with a more academic focus.
• Active, play-based experiences in language-rich environments help children develop their ideas about symbols, oral language and the printed word — all vital components of reading.
• In play-based kindergartens and preschools, teachers intentionally design language and literacy experiences, which help prepare children to become fluent readers.

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