Learning to read is a fundamental skill that lays the foundation for a successful academic journey. However, teaching high schoolers how to read can be more challenging than teaching younger students. In this blog post, we will explore some reasons why high schoolers are harder to teach how to read, backed by research conducted by experts in the field.
Firstly, high schoolers are more resistant to learning new things. This is partly due to the fact that they have already formed opinions and attitudes towards reading, making it harder for them to accept new ideas. According to Dr. Timothy Shanahan, a literacy expert and former director of reading for the Chicago Public Schools, "older students often have negative attitudes about reading, and they see reading as a chore rather than a pleasure."
Secondly, high schoolers often struggle with decoding complex vocabulary and sentence structures, which are essential for understanding academic texts. Dr. Jeanne Chall, a professor of education at Harvard University, identified four stages of reading development. The third stage, which involves reading texts with more complex vocabulary and syntax, typically occurs around the age of 9 or 10. Therefore, high schoolers who have not yet mastered this stage may struggle with reading academic texts.
Thirdly, high schoolers often have lower levels of background knowledge and experience, making it harder for them to comprehend complex texts. Dr. E.D. Hirsch, a professor emeritus of education and humanities at the University of Virginia, has written extensively about the importance of background knowledge for reading comprehension. According to Dr. Hirsch, "background knowledge is essential for understanding and interpreting texts, and high schoolers who lack this knowledge may struggle to comprehend academic texts."
Finally, high schoolers often have busy schedules and competing priorities that make it challenging to prioritize reading. According to a report by the National Endowment for the Arts, "the average high school student spends less than seven minutes per day reading for pleasure." This lack of reading practice can make it harder for high schoolers to develop their reading skills.
In conclusion, teaching high schoolers how to read can be more challenging than teaching younger students. Resistance to learning new things, difficulty decoding complex texts, lack of background knowledge, and competing priorities are all factors that can make it harder for high schoolers to develop their reading skills. However, with patience, persistence, and effective teaching strategies, high schoolers can overcome these challenges and become successful readers.
References:
Shanahan, T. (2006). Why struggling readers continue to struggle. Educational Leadership, 63(5), 8-13.
Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
Hirsch, E. D. (2003). Reading comprehension requires knowledge—of words and the world. American Educator, 27(1), 10-13, 16-22, 28-29.
National Endowment for the Arts. (2007). To read or not to read: A question of national consequence. Washington, DC: Author.