Opinion: Turning kindergarten into a kindergrind won’t make kids love to read

To the editor: The article implies that high standards will lead to hard work and real achievement. But there is no evidence that tougher standards lead to more learning, and no evidence showing that the Common Core standards are better at preparing children for college and career than other standards or than no standards. (“Can a child who starts kindergarten with few reading or math skills catch up?” Nov. 27)

The core of any successful literacy programs is enjoying stories and helping children develop a pleasure reading habit. Scientific studies show that children who hear lots of stories and are read to become enthusiastic readers and develop more than satisfactory levels of literacy. This can happen at any age.

Forcing young children to study flashcards in the car in order to “master” 100 words is turning kindergarten into kindergrind. Children who develop a love of reading will master thousands of words, without suffering.

Stephen Krashen, Los Angeles

The writer is a professor emeritus of education at USC.

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To the editor: Sure, students who are behind academically can catch up, but not the way the article says so.

Judging by this piece, if parents could devote time to “reading more to their children, taking them on more enriching outings and getting them books and home computers,” and if schools could all transform “into an award-winning K-8 campus,” the problem would be fixed. That’s unrealistic.

I’d like to see some attention given to what actually works to help children. It is absurd that it has gotten to the point that 5-year-old children who we’re supposed to support are left behind before they even start formal schooling.

High-quality preschool for all children helps eliminate that achievement gap and shows immense benefits for young children. Let’s talk about that.

Melanie Goldring, Studio City

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