'Age Banding' of children's books

I noticed yesterday that the Times ran an article in the 'Books' section called 'Many paths to the same end'. Alan Gardner postulates that' The imposition of such bands ignores how we laern to read.'

As a teacher who came through flash cards in tobacco tins, ITA, any number of reading schemes from 'Janet and John' past Ladybird, through 'Letterland' and beyond to 'Real books'. And I watched the cycle repeat with more modern books and more modern schemes.

Gardner comments on books that should just be read, not as books for children but just 'books' and he adds that 'To ghettoise books is to insult text and reader.'

This all leads to 'The Children's Writers and Illustrators Group Conference at Robinson College, Cambridge' where, on August 31st there will be a session to discus 'age banding'.

Watch this space for their view and consider whether or not it will change yours.

PS

This might help to explain it all...

Reading Recovery

Early morning tea and television (just look at the title of the article ... Scheme helps bad readers catch up ... and wonder at the word 'bad') must be bad for me ... seems to raise my blood preasure and indignation levels. Today I learned that six year olds need to go on 'reading recovery' programmes to get them up to speed. The first question that comes to mind is ... who decides what 'speed' is? ... and what about reading readiness?

Is it really necessary to put in the minds of young children and their parents that by the age of six they are in danger of 'falling behind' ... behind what? In our seemingly 'one size fits all' plan how does personalisation stride forward?

I read again and again that Finland lead the world: Attendance is compulsory for 9 years starting at age 7, and free meals are served to pupils at primary and secondary levels. In the OECD's international assessment of student performance, PISA, Finland has consistently been among the highest scorers worldwide; in 2003 Finnish 15-year-olds came first in reading literacy, mathematics, and science, while placing second in problem solving, worldwide.

If children in Finland do not start their compulsory education until they reach seven there seems to be little chance that they will be put into 'reading recover' at six years old ... so how is it that they appear to lead the world?

Have we something to learn here that we are not learning or is reading a political pawn that i have missed?