ATTENTION DEPARTMENT OF EDUCATION

ATTENTION DEPARTMENT OF EDUCATION!

The ability to read and comprehend written language is a fundamental skill that is crucial to achieving success in life. However, there is a prevalent misconception that the ability to read is the only factor that determines one's reading ability. In reality, there are several other factors that impact reading proficiency, including interest, motivation, and comprehension. In this article, I argue that there is no difference between a person who doesn't know how to read and someone who doesn't understand what they are reading or someone who is not interested in reading. I also argue that students are failing in reading literacy because they are not interested in what they are forced to read in schools. I further contend that children should be the ones to tell their teacher when they are interested in learning how to read, rather than being forced to do so. They should only read what they are interested in, not what the school wants them to read.

The ability to read is often considered to be the foundation of academic success. However, the act of reading involves more than just recognizing and sounding out words. It also involves comprehension and understanding of the text being read. A person who is not interested in reading, or who does not understand what they are reading, will not be able to derive any meaningful benefit from reading, regardless of their ability to recognize words on a page. Thus, there is no practical difference between a person who does not know how to read and someone who does not understand what they are reading.

One of the reasons for the failure of students in reading literacy is the lack of interest in what they are forced to read in schools. Many students find reading to be a chore, rather than a pleasure, because they are not given the opportunity to choose what they read. Instead, they are forced to read books that are deemed appropriate by their teachers or the school curriculum. This approach can be counterproductive because it fails to take into account the interests and reading levels of individual students. As a result, many students become disengaged from reading altogether.

This is where the importance of student choice comes into play. Children should be allowed to choose what they want to read, based on their interests and reading levels. When students are given the freedom to choose what they want to read, they are more likely to become engaged and motivated to read. This, in turn, can lead to improved reading proficiency, as students are more likely to put in the effort required to understand the material they are reading.

In conclusion, children should be given the opportunity to choose what they read based on their interests and reading levels. By doing so, they are more likely to become engaged and motivated to read, which can lead to improved reading proficiency. Therefore, it is essential to prioritize student choice in reading education to ensure that students develop a love for reading that will last a lifetime.