District Administration - October 2006 - (Page 70)
Struggling Readers By Fran Silverman Skilled readers emerge where reading
in the content areas is taught and practiced AN OLD SAYING IN EDUCATION
GOES, results from the National Assessment of Educational Progress that
show Students learn to read in elemen- a resulting drop in literacy rates
t a r y school, and read to learn in sec- between fourth- and eigth- grad-
onda r y school. But what if students ers. And while average reading test
arrive in middle school without scores for fourth-graders were higher
having mastered simple vocabulary, in 2005 than in 2003, average decoding
skills and comprehension, scores for eighth-graders decreased and can't
read well? What if the over the same period. lifelong love of reading that
teachers hope to instill never takes root? Multiple Issues T he philosophy
that if we teach There are many reasons for the mid- students to read by
third grade we dle school slide in literacy, including don't have to worry
anymore is the lack of professionals who can iden- defi nitely not true,
says Melvina tify and diagnose students with read- Phillips, a consultant
for the National ing difficulties. For example, in Indi- Association of
Secondary School ana, there has been a 90 percent drop Principals and
author of Creating a in the number of middle school read- Culture of
Literacy. I have students ing specialists over twenty-five years, who can
read every word on the says Carl Smith, director of the Family page and
not miss a word, yet can't Learning Association in Bloomington, comprehend
and understand the and this is typical of what is going on vocabulary, she
says And we quit READING TIME Students in the Wake around the nation.
Furthermore, most teaching reading by middle school. County N.C. Public
School System go teachers certified for middle schools Phillips is also
concerned about test through diagnostic assessments in reading. are not
trained to diagnose reading The philosophy that if we teach problems or
help students with read- ing deficiencies, Smith adds. students to read by
third grade we Accord i ng to Lucy M. Calkins, professor of English
education at don't have to worry anymore is Columbia University's Teachers
Col- lege and author of The Art of Teach- definitely not true. ing Reading,
language arts teachers Melvina Phillips, consultant, National Association
of Secondary School Principals District Administration reading.indd 70
9/15/06 1:51:26 PM
Table of Contents for the Digital Edition of District Administration - October 2006
Table of Contents
Editor's Letter
Snapshots
Update
Inside the Law
Curriculum Update
Administration Profile
District Profile
Disaster Recovery
Tech Trends
COVER STORY: The Chicago Team
Out Is In
Algebra's At-Risk Solution
Rural Quality
Struggling Readers
The Online Edge
Speaking Out
Principal Opinion
Problem/Solution
Research Corner
Leadership Books
New Products
By the Numbers
District Administration - October 2006
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