Why you should read to infants
Re “A test for California schools,” editorial, Dec. 26
As professors of developmental and educational psychology, we found this editorial of intense interest, particularly because we have published on the topic of literacy.
We thoroughly support whatever schools can furnish in funds and instruction for students to become highly literate, as reading achievement is the currency of academic success. However, learning to read should not be left exclusively to the educational system.
Research from the Fullerton Longitudinal Study, detailed in a recent paper we published, showed that the amount of time parents read to their infants and preschoolers correlated with their children’s reading achievement and motivation across the school years, which in turn correlated with higher post-secondary educational attainment.
Greater reading competence involves a partnership of parents and teachers, and success in reading begins when parents turn the first page of a book with their young children.
Allen and Adele Gottfried
Los Angeles The writers are, respectively, professors at Cal State Fullerton and Cal State Northridge.
As a former teacher, current administrator and an instructor of pre-service teachers, I would argue that real change can only happen if the state re-imagines its teacher training programs.
These changes should include, first, a yearlong course in reading instruction that includes developing a knowledge of the best instructional practices for teaching phonics, phonemic awareness and comprehension strategies; second, experiences with formative assessment to target reading deficiencies and an understanding of strategies to remediate them; and third, in addition to student teaching, a yearlong paid residency with a master teacher before allowing anyone to obtain a primary-grade teaching placement where reading instruction is important.
Until we make reading a priority in teacher training programs, our students will continue to suffer the consequences. Shelley Lawrence
Los Angeles