Talking is Natural – Reading is Not

I recently heard a fascinating piece on the differences in the human brain between learning to talk (natural and happens for most children fairly effortlessly) and learning to read (not natural, has only been around for a relatively short time in human history, and is rarely effortless for any child).

I must admit I was dismayed to hear that news and to learn that the science has been around for decades but I fear that primary education has opted for a method of “whole language” that is more entertaining (to children and to teachers) over the less delightful but far more effective method of phonics and phonemes in most of our schools throughout the nation. The results have been dismal test scores made even more dismal for the socio-economic levels of our populace who cannot afford extra tutoring, etc., that may turn this around.

The article points out, however, that when test scores on reading are examined closely, the upper-income levels/higher educated parents group of children have also lost ground in reading proficiency since the advent of “whole language” or “balanced literacy.” Continue reading