by Jan Pierce, M.Ed
Computerized reading programs are a relatively new phenomenon. In theory they sound like a wonderful addition to a child’s reading life. After all, the books used are screened, leveled and the comprehension questions are already written. Kids can read a book on their own, according to the level they’ve achieved. When they’re finished reading they go to the computer and answer the pre-written comprehension questions and if they get 4 out of 5 correct they move on to another book. They earn points to motivate them to higher levels and to trade in for prizes. What’s not to like?
I’ll tell you.
• First of all it’s impossible to level the average library book. Curriculum that has leveled books has been carefully written for that purpose. A book on animals, a beloved fairy tale, or a picture book on space is virtually impossible to fit into a level.
• Secondly, children are reading without the benefit of direct instruction. That would be okay if the direct instruction comes at another time, but too often this independent reading is substituted for a real reading lesson with support and guidance.
• Third, in traditional school settings, these test scores are made part of the child’s reading grade. The tests are often arbitrary, the questions written at a low level of understanding—usually just rote memory questions and the whole process which is supposed to be motivating is very threatening to some children.
• Another warning sign that these programs may be misused is a focus on gathering points rather than teaching children to read for learning and enjoyment. “I just need a seven point book,” is not the kind of chatter we want to hear.
• I’ve also observed that schools using computerized programs tend to minimize the importance of classroom libraries where children can choose books to read throughout the day. The books are all in the leveled sections of the library and children can only go there once a week.
• In some cases, librarians and teachers choose not to read aloud as often as there is so much pressure to allow children to read the leveled books and then give them access to the computerized tests.
• My final concern about using computerized programs is that they teach children to read to earn “things.” The best reason to read is to enjoy the experience—to treasure favorite books and authors and to fall in love with reading. To see reading as a means of gaining extrinsic rewards cheapens the entire process.
In short, these programs can be a fine addition to a solid reading program, but should not be substituted for one. And the management of the program must be done with an eye to the mistakes that can be made in their use. Let’s never substitute a true love of reading with a substandard race for points, test scores and plastic toys.
Jan Pierce, M.Ed., is a retired teacher and author of Homegrown Readers: Simple Ways to Help Your Child Learn to Read. Find Jan at www.janpierce.net
Computerized reading programs are a relatively new phenomenon. In theory they sound like a wonderful addition to a child’s reading life. After all, the books used are screened, leveled and the comprehension questions are already written. Kids can read a book on their own, according to the level they’ve achieved. When they’re finished reading they go to the computer and answer the pre-written comprehension questions and if they get 4 out of 5 correct they move on to another book. They earn points to motivate them to higher levels and to trade in for prizes. What’s not to like?
I’ll tell you.
• First of all it’s impossible to level the average library book. Curriculum that has leveled books has been carefully written for that purpose. A book on animals, a beloved fairy tale, or a picture book on space is virtually impossible to fit into a level.
• Secondly, children are reading without the benefit of direct instruction. That would be okay if the direct instruction comes at another time, but too often this independent reading is substituted for a real reading lesson with support and guidance.
• Third, in traditional school settings, these test scores are made part of the child’s reading grade. The tests are often arbitrary, the questions written at a low level of understanding—usually just rote memory questions and the whole process which is supposed to be motivating is very threatening to some children.
• Another warning sign that these programs may be misused is a focus on gathering points rather than teaching children to read for learning and enjoyment. “I just need a seven point book,” is not the kind of chatter we want to hear.
• I’ve also observed that schools using computerized programs tend to minimize the importance of classroom libraries where children can choose books to read throughout the day. The books are all in the leveled sections of the library and children can only go there once a week.
• In some cases, librarians and teachers choose not to read aloud as often as there is so much pressure to allow children to read the leveled books and then give them access to the computerized tests.
• My final concern about using computerized programs is that they teach children to read to earn “things.” The best reason to read is to enjoy the experience—to treasure favorite books and authors and to fall in love with reading. To see reading as a means of gaining extrinsic rewards cheapens the entire process.
In short, these programs can be a fine addition to a solid reading program, but should not be substituted for one. And the management of the program must be done with an eye to the mistakes that can be made in their use. Let’s never substitute a true love of reading with a substandard race for points, test scores and plastic toys.
Jan Pierce, M.Ed., is a retired teacher and author of Homegrown Readers: Simple Ways to Help Your Child Learn to Read. Find Jan at www.janpierce.net
