By Connie Matthiessen
“Mom will you read to me?”
For a decade and a half I’ve been responding to this question with stacks of books for each of my three children. My kids grew up alongside Harry and Hermione at Hogwarts, and Laura Ingalls Wilder on the Western plains.
We burned through A Wrinkle in Time, Treasure Island, and the Inkheart series, and — much to my chagrin — scoured every page of those Magic Tree House books. But there’s one kind of writing that we rarely read, one that experts now recommend every teacher and parent take special pains to make a part of their children’s education.
Call it the nonfiction revolution. Where children's reading and writing has mostly been composed of make believe — fairytales and talking animals and, as teendom approaches, overwrought coming-of-age dystopias. Now educators. impelled by educational standards, are extolling the importance of factual, informational reading.
Why nonfiction? Schools have always taught geography as well as literature, and science along with Shakespeare, but this mix of fiction-focused literacy with a little bit of reading and writing in other subject areas has produced spotty results. Many colleges have discovered that incoming freshman may be able to compute a math problem or analyze a short story but they can’t read a complex non-fiction text or write a well-researched essay.
Indeed, a 2006 report found that only half the high school students who took the ACT exam were ready for college-level reading (numbers were even lower for African American, Hispanic, and Native American students, and those from low-income families). To remedy this education gap, experts are recommending focusing on informational texts earlier — including nonfiction books, newspapers, magazines, atlases, and other reference materials — and teaching the building blocks of non-fiction writing earlier as well.
With so many distractions competing for our children’s time it can feel like a victory to get your child to simply open a book — any book. But recent research on education outcomes reveal that what kids read is equally significant. In order to create a foundation for later learning, educators now agree that students should begin reading informational texts in all subjects from the earliest grades.
These conclusions represent a growing awareness of what our education system is failing to provide high school graduates. Some 20 percent of students who go to four year colleges and 40 percent who go to community college have to take remedial courses. This lack of college readiness, in turn, contributes to the high dropout rate among college freshman — a staggering 30 percent, by some estimates.
"The clearest differentiator in reading between students who are college ready and students who are not is the ability to comprehend complex texts," the ACT researchers concluded.
The global economy has also been cited as a reason to emphasize non-fiction. “Research shows that workplace reading has become more complex in recent years," says Lisa Cebelak of the Leadership and Learning Center, a consulting division of Houghton Mifflin Harcourt. "Jobs that demand low reading and writing skills are being sent overseas, so even entry level workplace jobs now demand higher level reading skills."
Some experts argue that non-fiction reading teaches kids how to develop more complex thinking. In his article “Too Dumb for Complex Texts,” Emory University professor Mark Bauerlein explains why this type of reading is so demanding — particularly for kids growing up in an age of distractions: “Complex texts require a slower labor. Readers can’t proceed to the next paragraph without grasping the previous one, they can’t glide over unfamiliar words and phrases, and they can’t forget what they read four pages earlier…Complex texts force readers to acquire the knack of slow linear reading.…”
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