TODAY'S PAPER
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Opinion

Letter: Reminders on reading aloud

Classrooms across Long Island were empty on Thursday.

Classrooms across Long Island were empty on Thursday. Check our listings of delayed openings, closures and cancellations to see what's in store for Friday. Credit: Daniel Brennan

Piggybacking upon the excellent letters regarding the merits of reading aloud to children at home, parents could play a crucial role in helping to implement the controversial Common Core curriculum.

Teachers and administrators should explore every avenue to involve parents. Classroom teachers could invite and hold informal monthly sessions with interested parents, specifically outlining the monthly curriculum goals in advance, supplemented with specific suggestions for working with children at home.

Teachers could prevent the need for remediation by giving parents a heads-up. The time has come for schools to take more of a leadership role to get parents into the implementation loop.

Fred Barnett
Lake Grove

Editor’s note: The writer is a retired teacher from the Levittown public schools.


As a college student aspiring to be a teacher, I find it important to explain why reading aloud to children is essential to their success in reading and writing.

Not only does reading aloud strengthen the emotional bond between the parent and the child, it also improves children’s reading, writing, speaking and listening skills. Jim Trelease goes into great depth about the benefits regarding the importance of reading aloud to children in his book “The Read Aloud Handbook.” This book, which I recommend to parents and teachers, provides an abundance of information, including a treasury of the best, age-appropriate books.

Reading aloud to a child encourages him or her to connect reading to pleasure. This can increase the child’s desire to read and as the amount of reading increases, a child’s reading scores increase as well, according to the U.S. Department of Education’s 1999 “Early Childhood Longitudinal Study.” The study found that children who were read to at least three times a week had a significantly greater awareness of letter sounds when they entered kindergarten than did the children who were read to less often, and that they were almost twice as likely to score in the top 25 percent in reading.

Jaime Bellini
Lake Grove
 

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