Tag Archives: Reading

The Common Core of Education Failure: The Language and Literacy Disaster, by Linda Schrock Taylor

How do we think? With words, mostly. If you don’t understand words, if you don’t understand how they’re structured, can you think anything but the most simple thoughts? The American educational system is destroying the ability to think. From Linda Schrock Taylor at lewrockwell.com:

Literacy failures continue to compound with each generation as mis-educators focus on everything except the core problem:  The Devastation of Language and Literacy.

The vast majority of Americans no longer Hear, Speak, Spell, Read, or Write English with competency, let alone with skill. The destruction of Americans’ ability to precisely understand and use their own language is at the root of every problem that faces our nation: school failure;  dearth of general knowledge; limited horizons; shallow, inaccurate thought processes; poor communication skills; unemployability; criminality; and the development of this shallow, polarized society in which we live.  Still teachers are wasting precious educational time, and damaging young brains, with flashcards and sight word memorization.

We have no reason to expect any noticeable change, whether a Hobby Educator, or a Degreed Educator, is at the helm of the money wasting, regulation imposing, U.S. Department of Education.  The True Educators have mostly died off or been spiritually beaten into silence.  Thus far, no one in power has been willing to 1) accurately identify the Core Problem and its breadth,  2) agree to fund only proven traditional methods, and 3) demand absolute use of successful teaching methods.  Only by doing these three things can America solve the Core Problem at each level and thus RESET the learning and intellectual abilities of all Americans:  Preschool; Elementary; 6-12th  Grades, and Adult.

The Goal should be Life Learning Until America Is Re-Educated!

Most modern teachers in America have never taught any child to be a great reader.  My very wise educator mother always maintained that, “Children, who do learn to read in today’s schools, learn in spite of the instruction.”  I have to agree with her.  My own son, by the school’s own testing, was reading at the 11th grade level in Second Grade BUT he was forced to use First Grade basal readers in the classroom because that was the level of the lowest child.  He was not allowed to check out chapter books from the school library because the school rule was that children could not check out chapter books until Third Grade, no matter their reading level.  It is not politically correct to be a very intelligent child in today’s public schools.

To continue reading: The Common Core of Education Failure: The Language and Literacy Disaster

He Said That? 9/11/16

From Ray Bradbury (1920-2012), American fantasy, horror, science fiction, and mystery writer, as quoted in “Bradbury Still Believes in Heat of ‘Fahrenheit 451’”, interview by Misha Berson, in The Seattle Times (12 March 1993):

You don’t have to burn books to destroy a culture. Just get people to stop reading them.

He Said That? 3/22/16

From W. Somerset Maugham, (1874–1965) British playwright, novelist and short story writer, Of Human Bondage (1915):

Insensibly he formed the most delightful habit in the world, the habit of reading: he did not know that thus he was providing himself with a refuge from all the distress of life; he did not know either that he was creating for himself an unreal world which would make the real world of every day a source of bitter disappointment.

Detroit Public Schools: 93% Not Proficient in Reading; 96% Not Proficient in Math, by Terence P. Jeffrey

Kids in Detroit can’t read or do math, and don’t think it’s because not enough money is being spent in that fiscally challenged city. Take note of the per student spending numbers in the article. The national numbers are better, but are still a disgrace. From Terence P. Jeffrey from cnsnews.com:

In the Detroit public school district, 96 percent of eighth graders are not proficient in mathematics and 93 percent are not proficient in reading.

That is according to the results of the 2015 National Assessment of Educational Progress tests published by the Department of Education’s National Center for Educational Statistics.

Only 4 percent of Detroit public school eighth graders are proficient or better in math and only 7 percent in reading. This is despite the fact that in the 2011-2012 school year—the latest for which the Department of Education has reported the financial data—the Detroit public schools had “total expenditures” of $18,361 per student and “current expenditures” of $13,330 per student.

According to data published by the Detroit Public Schools, the school district’s operating expenses in the fiscal year that ended on June 30, 2014 amounted to approximately $14,743 per student.

Nationwide, only 33 percent of public-school eighth graders scored proficient or better in reading in 2015 and only 32 percent scored proficient or better in mathematics.

To continue reading: Detroit Kids Can’t Read or Do Math