While the “Read by 3” initiative is an excellent idea (July 12 Review-Journal editorial), one thing should be added. Forty years ago, my local elementary school had a similar process with an awesome twist that made the first six or seven school years challenging and fun. The idea was modified in a way that benefited both students who were learning a subject quickly and those students who were not.
For instance, a second-grader who was leaning to read faster than the average student in their standard class could take reading instruction with the third-graders. Or third-grade students who were not keeping up in math would be combined with the second-grade class until they improved. There was no stigma of being held back and encouragement for working hard in a subject you picked up quickly.
When these students entered middle school, they were prepared and accelerated because the enthusiasm of doing well was rewarded versus getting bored because the class was taught at the speed of the lowest denominator.
Unfortunately, teachers unions systematically tore this system down because it was not “fair” that all 10-year-olds were not taught the same lessons at the same pace. This reform did not improve the slower students, but it did slow down faster learners, creating boredom and bad learning habits.
