By Kaemanje Thomas

Some literacy experts propose that reading involves the translation of print symbols into speech, while others assume comprehension occurs more easily when the reader is able to recognize and pronounce words. However, the above-mentioned views ignore the role of the reader as he or she constructs meaning beyond print form. Although widely known, beginning, emergent and master readers recognize that they all must conform to the familiarity of the conventions of written text as well as the more formal structure of written sentences as oppose to spoken ones.

As such, experts and classroom teachers alike should be cognizant of the following before diagnosing reading difficulties with children. Teachers of literacy instruction should seek to determine whether students comprehend textual materials used in instruction, whether they can translate print symbols efficiently into spoken language or whether their student’s vocabulary knowledge of key words contained in a particular reading selection is at par with the content they are interacting. Furthermore, whether an ESL student has the ability to distinguish between knowledge of underlying concepts and the specific vocabulary associated with the concepts [in any language], and to explore whether a child is experiencing difficulty with print skill, vocabulary/ comprehension. Reading like assessment is on ongoing process. They way in most students develop their reading skills can often affect their performance and their experience from grade to grade.

Proponents of assessment must understand that learning is a broader term beyond test scores. If students are to become successful readers and learners, classroom teachers need a balance perspective as it relates to reading assessment since many student's cognitive experiences differ among their peers. According to the National Center on Education Statistics in its 2009 report, http://nces.ed.gov/nationsreportcard/pdf/stt2009/2011453GA4.pdf indicates that only 29% of males and 25% of females are proficient in science. Yet, these acts in Congress seems to have lost the goal of what education should achieve for political bantering and non-action to provide quality classroom resources to teachers and better pay is like poor man’s dream, hoping to hit the lottery.

Acts like NCLB introduced in 2002, by the Bush Administration, have good elements from which educators can benefit, but also have severe punishments in place for not meeting AYP goals. Is it possible that the pressure to Race to the Top and meet performance standards are nothing but oppressive tools and thus creates the pickle many Georgia educators know find themselves-, the pressure to cheat excel? The practical approach to education becomes obscure whenever a new President is elected to office. The recent introduction of the Obama Administration, Race to Top 2010 initiative has made education a competition and not a priority. Subsequently the education agenda becomes a political farce as oppose to common sense approach of using what works.

In 2009, Sam Dillon’s, article published in the New York Times titled, ‘No Child’ Law Is Not Closing a Racial Gap” address the harsh reality and it is, we have yet to make education a priority for all children from pre-kindergarten to higher education. Very few children can read beyond their grade level, or for that matter score highly in science, math or reading. Numerous studies and recommendations completed, but the political chess game often ends in an end game for those who are from low-income homes. A bout of natural selection and survival of the fittest is now on the horizon, those who cannot cut it will have to opt for life behind the bars or six feet under.