“For unto everyone that hath shall be given, and he shall have abundance; but from him that hath not shall be taken away even that which he hath” (Matthew 25:29).
In 1986, Keith Stanovich published a study entitled Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. The “Matthew Effects” in the title came from Jesus’ parable of the talents in Matthew 25.
The study showed that students who early learned how words are made up of sounds represented by the letters of the alphabet progressed rapidly in learning. Those who were delayed in learning the letter to sound correlation fell farther and farther behind in subsequent years.
This concept of how words are composed of sounds (phonemic awareness) is easily taught to young children, but public schools are not doing it. Instead, for at least 70 years now they have been experimenting with other methods of teaching reading. The result is that about 1/3 of children quickly make the letter-sound connection on their own, another 1/3 will struggle at first but eventually get it and the other 1/3 will be labelled learning disabled. A large percentage of learning disabilities are created by inadequate teaching.
Since reading skills are the essential tool for learning everything else a child encounters in school, those with poor reading skills fall farther and farther behind as they progress through the school system.
This is a perfect example of a statement I once read: “You know that the bureaucratic state has been reached in an organisation when the procedure is more important than the result.”
What children need is a flexible system focussed on results. In learning to read and in learning basic math skills, a child needs to master one set of skills before being pushed on to the next level. The idea of teaching for mastery of the basic skills has long been absent from the public school system
If this sounds like an argument for home schooling, or the old-fashioned one-room school, well, yes, I believe that they are more successful models for results-oriented learning. In any case, parents need to overcome their sense of intimidation by the big school machine and be much more involved in their child’s learning, especially in the beginning stages[First posted three years ago.]