Nonfiction Curriculum Enhanced Reading Skills in New York City Schools - NYTimes.com - 1 views
-
For three years, a pilot program tracked the reading ability of approximately 1,000 students at 20 New York City schools, following them from kindergarten through second grade. Half of the schools adopted a curriculum designed by the education theorist E. D. Hirsch Jr.’s Core Knowledge Foundation. The other 10 used a variety of methods, but most fell under the definition of “balanced literacy,”
-
The study found that second graders who were taught to read using the Core Knowledge program scored significantly higher on reading comprehension tests than did those in the comparison schools. It also tested children on their social studies and science knowledge, and again found that the Core Knowledge pupils came out ahead.
-
The study found that for each of the three years, students in the Core Knowledge program had greater one-year gains on a brief reading test than their peers in the comparison schools.
- ...3 more annotations...
-
Under the balanced literacy approach, which was used by seven of the comparison schools and remains the most popular method of teaching reading in the city’s schools, children are encouraged to develop a love of reading by choosing books that are of interest to them.
-
Reading nonfiction writing is the key component of the Core Knowledge curriculum, which is based on the theory that children raised reading storybooks will lack the necessary background and vocabulary to understand history and science texts. While the curriculum allows children to read fiction, it also calls on them to knowledgeably discuss weather patterns, the solar system, and how ancient Egypt and Mesopotamia compare.
-
The curriculum may have a particular appeal for city schools beginning to adopt the Common Core standards, which emphasize nonfiction reading and will go into effect in 2014.
-
Though the Core Knowledge approach seems to have its merits when it comes to standardized test scores, there are certainly disadvantages. Students in the Core program are receiving higher scores on the test because they have been "trained" in that specific field. Now, as a junior, I have recently taken my first SAT. The SAT tests three areas of study (critical reading, writing, and mathematics). If my entire school experience had been based solely upon these three areas, I would be lacking much vital information. Sure, in this alternate universe, I might be a 2400 scoring genius debating between Yale, Brown, and Princeton, but does that mean I am at all prepared for such colleges? By these standards, we might as well just toss out History class (Not on standardized testing? Get rid of it!). I am not suggesting that preparation for standardized testing should be completely overlooked in school curriculum; I just think that it should not be the main objective. In the long run, reading "Ramona Quimby, Age 8" in 1st grade may not have made my scores as high as those reading Malcolm Gladwell's latest work, but it did something just as important. It, along with numerous other books of my choosing, cultivated my love for reading. This love for reading will stay with me long after standardized test scores even matter, and I might just get to that Gladwell book after all.