Nonfiction Curriculum Enhanced Reading Skills, Study Finds/Deborah Faircloth

BLOG 8: Nonfiction Curriculum Enhanced Reading Skills, Study Finds

This article is one great example of educational success using alternative methods. The program, named Core Knowledge, involved 1,000 New York City students in 20 different schools. It began with the kindergarteners and followed up after second grade. Reading ability was the specific area being tracked. The alternative method that they used was teaching students how to read with an emphasis on nonfiction books. The results from the program were that each grade had much higher scores for reading comprehension compared to a control group. The same students also scored higher in social studies and science. They article reports a promising future for higher standards. There is, as always, some who are skeptical of the program. It is important to note that the kindergartners scored five times better than those in the comparison group. The proponents of the nonfiction book reading method base their theory on the idea that children who just read storybooks miss out on important understanding needed for history and science. As one teacher put it, “For my children, who are economically disadvantaged, they needed something more, and the Core Knowledge pilot had it.” The large majority of the students at her particular school are living in poverty.

I chose this article because it seemed to be relevant to discussion three this week. I believe that it took some creativity to come up with this program. It would not be one’s first thought to be able to successfully teach children how to read with the emphasis on nonfiction books. Also, the fact that divergent thinking is best beginning at the kindergartner’s level is promising in relation to the Core Knowledge program. Education reform may not be lost after all. It may also be relevant on a global level. If education is a social construct, then why not use nonfiction books relative to a particular society to teach each child how to read? Wouldn’t a 5-year-old hold more interest in something he can relate to and therefore, be more encouraged to learn how to read? Success stories such as this one are very important to school systems worldwide. The successful practice of transmitting knowledge is highly dependent upon utilizing successful programs. It appears that it is of particular importance for children who are economically disadvantaged.

http://www.nytimes.com/2012/03/12/nyregion/nonfiction-curriculum-enhanced-reading-skills-in-new-york-city-schools.html?_r=1&adxnnl=1&ref=education&adxnnlx=1331924533-zvHSfwi+dFDgUBaV7lkkUQ