At nearly six years old, my son Liam is still unfamiliar with all his letters. Some relatives have expressed concern, especially since my eldest child was an early reader. They worry that Liam may be falling behind or that I’m not giving him enough attention. If we weren’t homeschooling, he would likely start kindergarten without knowing the alphabet or its corresponding sounds. Essentially, he would already be considered “behind” before even stepping into a classroom.
But this perspective is misguided. My child is not a deficient reader; he’s simply a typical five-year-old.
Our expectations around early literacy have become distorted. While this trend has been evolving for years, the implementation of George W. Bush’s No Child Left Behind Act significantly transformed kindergarten into what some now refer to as the new first grade. A report from New York Magazine indicates that in 2010, teachers were 33% more likely to expect children to know how to hold a pencil and recognize the alphabet than their counterparts in 1998. I vividly recall learning the alphabet in kindergarten during the 1980s, often through playful songs like “Mr. M, with the munching mouth.”
Today, however, the landscape has shifted dramatically. If your child is not already familiar with the alphabet and on the path to reading, they are often seen as behind.
This is not the case in many other countries. The American kindergarten system has become increasingly academic, sacrificing playtime in the process. A comparison to Finland reveals that while 80% of teachers there believed children should start learning to read in kindergarten as of 2010, Finnish children enter school at age six and spend their early years primarily engaged in play. Research supports the idea that children learn effectively through joyful experiences. In fact, Finnish educational philosophy emphasizes “learning with joy” in its curriculum. Many children leave kindergarten, at an age when American kids are finishing first grade, still flipping through picture books rather than focusing on text.
Despite this laid-back approach to reading, Finland consistently ranks highest in international educational assessments. Business Insider has recognized Finnish schools as some of the best globally. According to the Huffington Post, Finland boasts a literacy rate of 94%, while approximately 14% of Americans, or 32 million people, are unable to read, and 21% of adults can only read at a fifth-grade level. Clearly, the Finnish approach to early literacy has not hindered their success.
In a video by the advocacy group Defending the Early Years, Nancy Carlsson-Paige, a professor emeritus in early childhood education, asserts, “There isn’t any solid evidence that shows that children who are taught to read in kindergarten have any long-term benefit from it.” One study found that children taught to read at age seven performed just as well as those who started at five by age eleven. Yet, by 2010, children in the U.S. were 15% more likely to use reading workbooks daily at age five compared to 1998. Why is that?
As Professor Bev Brenna from the University of Saskatchewan pointed out, there is no definitive age when children must begin reading. One homeschooling parent shared her experience with her son, who struggled at age seven but learned to read fluently by age nine. Another child in the same family was still starting to read at eight. She often hears of homeschooled children acquiring reading skills around age nine, going on to graduate high school and attend university without any negative consequences.
I have a close friend who was unschooled, allowing him and his siblings to pursue their interests independently. They chose to learn to read at age ten, using texts by Charles Dickens, and succeeded remarkably. Today, he holds a graduate degree and works as a field biologist.
So, when I see Liam not yet reading, I refuse to label him as slow, deficient, or lazy. He’s simply not ready. We are working through “Teach Your Child to Read in 100 Easy Lessons,” which I previously used with my eldest child. Although it can be challenging, it’s rewarding. While Liam often gets distracted and complains, he frequently tells my partner that he will soon be a great reader like his brother. He may not identify the letter Z or know what sound it makes, nor can he spell his name or write most letters. Still, I won’t label him as a slow reader.
It can be tough when other parents brag about their children’s reading skills, but I remind myself of Finland’s educational philosophy and my friend’s journey to success. I ask Liam if he’d like to practice his letters using glue, buttons, or PlayDoh, and we continue our learning journey. He is exactly where he needs to be, and if he doesn’t fit the American mold for early reading, that’s perfectly fine.
I would much rather have my child be an engaged, motivated, and joyful learner than an early reader. Liam will be better off if I allow him to develop at his own pace, waiting until he shows a genuine interest in reading while encouraging play and incorporating early literacy activities along the way.
He’s not behind at all; my child is right on track — his own track.
Summary:
This article discusses the common misconception that children who are not reading by age six are falling behind. It highlights the differences between American and Finnish educational systems, emphasizing the importance of play and individual readiness rather than conforming to early literacy expectations. The piece advocates for a supportive learning environment that prioritizes engagement and joy over early reading proficiency.