Born in the UK half-way through WW2 and growing up in a poor fatherless family, I taught myself to read before starting school. The teaching methods in those days were what you advocate now. My main reading issue was teachers not believing me - e.g, at one time nine students who were at least reasonable readers were put in a corridor (our school was an ex- WW2 army base) and given a particular book to read. I read it, and soon finished. What to do? The others said "Read it again." So I read it again. 3-4 others finished towards the end of the session, the rest didn't . The teacher asked who had finished, when I said I;d read it twice i was abused for lying! Similar things happened throughout my schooldays. So it's not only the slow- or non-readers who need some thought.
Born in the UK half-way through WW2 and growing up in a poor fatherless family, I taught myself to read before starting school. The teaching methods in those days were what you advocate now. My main reading issue was teachers not believing me - e.g, at one time nine students who were at least reasonable readers were put in a corridor (our school was an ex- WW2 army base) and given a particular book to read. I read it, and soon finished. What to do? The others said "Read it again." So I read it again. 3-4 others finished towards the end of the session, the rest didn't . The teacher asked who had finished, when I said I;d read it twice i was abused for lying! Similar things happened throughout my schooldays. So it's not only the slow- or non-readers who need some thought.