From the ArcaMax Publishing, Parents Newsletter:
http://www.arcamax.com/news/parents/s-28225-548947
TEACHING CHILDREN TO READ IS OUR SCHOOLS' NO. 1 PRIORITY
QUESTION: Schools are asked to accomplish many things
on behalf of our kids today. What part of the curriculum would you
give the greatest priority?
DR. DOBSON: Schools that try to do everything may
wind up doing very little. That's why I believe we should give
priority to the academic fundamentals -- what used to be called
"readin', writin', and 'rithmetic." Of those three, the most
important is basic literacy. An appalling number of students
graduating from high school can't even read the employment page of the
newspaper or comprehend an elementary book. Every one of those young
men and women will suffer years of pain and embarrassment because of
our failure. That misery starts at a very young age.
A 10th-grade boy was once referred to me because he
was dropping out of school. I asked why he was quitting, and he said
with great passion: "I've been miserable since first grade. I've
felt embarrassed and stupid every year. I've had to stand up and read,
but I can't even understand a second-grade book. You people have had
your last laugh at me. I'm getting out." I told him I didn't
blame him for the way he felt. His suffering was our responsibility.
Teaching children to read should be "job
one" for educators. Giving boys and girls that basic skill is the
foundation on which other learning is built. Unfortunately, millions
of young people are still functionally illiterate after completing 12
years of schooling and receiving high school diplomas. There is no
excuse for this failure.
Research shows that every student, with very few
exceptions, can be taught to read if the task is approached creatively
and individually. Admittedly, some can't learn in group settings
because their minds wander and they don't ask questions as readily.
They require one-on-one instruction from trained reading specialists.
It is expensive for schools to support these remedial teachers, but no
expenditure would be more helpful. Special techniques, teaching
machines and behavior modification techniques can work in individual
cases.
Whatever is required, we must provide it.
Furthermore, the sooner this help can be given, the better for the
emotional and academic well-being of the child. By the fourth or fifth
grades, he or she has already suffered the humiliation of reading
failure.