Reading Programs

“Reading Plans That Work” (editorial, Aug. 8) correctly stresses the importance of effective early literacy programs. However, forcing schools to choose among three is not the answer. Blanket approaches rarely work as every school serves very different populations.

Last year, as part of the Poly Complex, our LAUSD elementary school adopted an early literacy program that includes phonics-based instruction using a thematic approach (unfortunately not one of the programs chosen by the board). The strength of our program lies in the collaboration it requires of teachers. Teachers meet monthly to discuss which strategies are working in their classrooms and where improvements can be made. Now, after investing thousands of dollars in this program and days of training, our complex is facing yet another district-mandated change.

Programs need to be given a chance to work and schools that have recently implemented strong literacy programs need to be given the opportunity to show their effectiveness. Otherwise, teacher morale and student achievement are bound to suffer.

LISA HUMPHREY, Teacher

Arminta Street Elementary

North Hollywood

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Your editorial recommended three “effective” reading programs, one of which is used in Sacramento with great success. As a reading specialist for over 20 years, I have seen every program under the sun. If you think programs teach children how to read you are sadly mistaken. A teacher who is well trained, enthusiastic and passionate about reading and children is what teaches children to read.

Not to downplay Sacramento’s success, but I’m sure there are many factors that play into its successful second-graders’ progress on the Stanford 9. As a newspaper, you should stay clear of recommending any kind of series. You have neither the background nor expertise to know what works for all children and all schools.

LORETTA SIFUENTES

Walnut