Reading at 5 not unrealistic

I felt sorry for the kindergarten teacher Peggy Engard, who in her

41st and final year of teaching has become so disillusioned with the

school system (“Mailbag,” Sept. 27). Although my experience had been

confined to raising four children, working in their classrooms and

now observing my grandchildren, I can see ways and offer the

following possibilities to help her dilemma.

She worries that kindergarteners are too young to begin reading.

Yet they are doing so in schools all over America. Each of my

grandchildren were reading the last part of kindergarten. Their

teachers were quite creative in taking a different letter each day

and using it in their craft time, their story time, discussion time

and even in the games they played.

A different letter can be found hanging each day in places all

over the room, and it is used in every activity. She made learning to

identify, write and sound out a letter fun experiences. Those little

ones learned very quickly as a result.

I was surprised at Engard’s dismay regarding our state allowing

4-year-olds to enter kindergarten. That is certainly nothing new --

both my husband and I have November birthdays, and three of our

children had “late” birthdays. We all did just fine. Although my

fourth did not mature as quickly, and since many parents have now

learned it is wise to hold their 4-year-olds back and start them with

the older students, we followed suit. The key words are that the

state “allows,” not “requires” those children to start school.

Many parents allow their 4-year-old children to attend, aware they

might be held back for a repeat of kindergarten, thus, that first

year is used as a preschool-type experience. But, then again, some

4-year-olds end up at the head of the class.

Engard seems to think kindergarten children are handicapped by

being required to spend “just three hours and 20 minutes each day at

school,” but actually, that is a long time. Aren’t they too young to

expect them to last much longer?

Regarding the children attending our schools but unable to speak

English: Well, that is another issue altogether, and one I think

rarely encountered when our immigration laws are strictly enforced.

It is complicated further when their parents do not know our

language either. It must be difficult for the child, the teacher and

the other students when so much attention is being given to help

non-English speaking students throughout the day.

However, with schools already hurting financially and our state in

extreme financial distress, I doubt her suggestion of providing

universal preschool and tutoring for children will be something

affordable by this state in the near future.

One solution is for such challenged students to attend existing

after-school tutoring programs organized by local churches and

staffed with volunteers from the community, such as the one on

Shalimar Street.

I agree with Engard that teachers need our support but, quite

frankly, it seems to me that they receive it. This community recently

voted to a large school bond, parents volunteer in the classrooms and

buy school supplies for their children, and most moms and dads

willingly help with homework. I don’t think it is expecting too much

that by the end of kindergarten, students are able to put letters

together and sound out simple words.

I hope most teachers agree with me.

ALICE WRIGHT

Costa Mesa