Thursday, January 31, 2019

Is Kalman Literate?



My son, Kalman, is a talented four-year-old. He can write his name. He knows his letters along with their sounds and can put them together into words. He possesses a growing list of basic words that he can recognize on sight. In essence, he fully grasps the theory of reading. Does this mean that he can read? It should be obvious that the answer is no, but to defend that position requires some work.

If we are to define reading as a set of facts to be memorized and repeated on a test then one would be hard-pressed to deny that Kalman can read. If Kalman was not preparing for kindergarten but was instead facing the prospect of being held back in first grade on account of his reading ability, I would be tempted to make the case to his teacher that, when properly coaxed, Kalman can perform acts of reading.

What Kalman lacks is the focus to be able to string words together into sentences, paragraphs, and eventually the first book that he will one day read on his own. I imagine that, as he gets older, he will gain a longer attention span. This, combined with an expanding list of sight words, will create a virtuous cycle in which he becomes more comfortable reading. His reading successes will increase his self-esteem when it comes to reading and allow him to focus longer on his reading, making him an effective reader.

There is no simple way to jump-start this process. I read with him every night and we make a game out of him pointing out words on the page. We talk about the story and the characters and Kalman knows that I love books almost as much as I love him. Because these exercises are at the center of a healthy parent/child relationship, Kalman does not see this as a chore forced upon him. On the contrary, this is his special time with his Abba. God willing, this exercise will continue for years to come with Kalman slowly taking over the reading and perhaps start reading to his younger brother Mackie. In the meantime, progress will be slow because there is no particular thing that I can teach him to suddenly make him a better reader. All I can do is create an environment for "happy accidents" to occur. This is essentially what my mother did with me and I credit her with teaching me how to read more than any of my teachers.

If reading is only a small part theory and is mostly the ability to focus, then evaluating reading skills becomes very problematic. Schools present the twin problems in that their settings are artificial and can be distracting to students. At the same time, it is possible that students, when pressured, will demonstrate skills in short bursts to satisfy requirements even as they will not be able to apply those abilities in the real world.

With reading, it is clear that being able to do it a little is of minimal value. Either you are honestly comfortable reading for extended periods of time without having someone standing over your shoulder to coax and threaten you or you are not really literate. This is a source of much of the trouble in our educational system. Once students reach the fourth grade, they need to truly be comfortable readers and not simply able to demonstrate certain basic skills when it is demanded of them. Without this, a student is doomed to float through English just passing but not actually learning anything in a way that is meaningful. Hence, despite modernity's claim to have eradicated illiteracy, we live in a world of functionally illiterate adults.

This has implications well outside the realm of reading. Consider that our entire K-12 education system is built around being able to master information just well enough to pass a test in the near future without any regard to whether the student has truly mastered the skills to apply what they have learned. This may explain why most people forget the vast majority of what they learned in school. Perhaps students would benefit if education was restructured so that schools had fewer requirements, but demanded a greater level of mastery in order to pass. For example, what if, in order to pass high school math you did not have to go past algebra but needed to be able to get an A on it.

The lesson that I would want Kalman to take from his experience learning to read is that no matter how smart, IQ wise, he is, he will always lose out to people who may lack his IQ but are able to focus. If Kalman could exchange several IQ points for better focus, he would probably be reading by now.

Kalman is a moderately intelligent little boy, who has four physicians in his immediate biological family. He has been raised surrounded by books and by parents who actively read. He is precisely what you would expect from such a child raised in such circumstances. I have high hopes for him. He is smart enough that I am confident that he can succeed in any field he chooses. Thankfully, he is not a genius. If he were, he might be tempted to believe that it is possible for him to accomplish something worthwhile without hard work. Success is built on a willingness to move ahead day after day even when no tangible progress can be seen. If that is going to happen, it helps to have some love in your corner. 


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