Early Reading Adventures: How I Already Read Before Kindergarten

From a young age, I discovered the world of reading through my older sister's school activities. My siblings played a significant role in shaping my early educational journey. Just because I was only four years younger than my sister, I was able to learn to read with her.

Learning to Read with My Sister

My older sister had no choice but to learn to read with me because we spent time together in the garage. After she returned home from school, she started “school” with me, and as she progressed, so did I. However, it became evident that my ability to read wasn’t fully appreciated in the classroom until my first-grade year, when my teacher noticed my unusual aptitude. She had the class try to read 'Dick and Jane,' but I breezed through the entire book, much to their surprise. Everyone had been meticulously going through the text, but I found it unchallenging.

Library Visits and New Discoveries

The teacher then took me to the library, where the librarian introduced me to books that matched my reading level. This experience was quite common in 1959, a time before many educational and technological advancements. At that point, I was introduced to more advanced reading material, including classic novels like The Lion, the Witch, and the Wardrobe. Although the plot of the book is suitable for upper elementary to early middle school students, I not only read every word but also grasped the deeper religious and allegorical themes with ease. This was quite an achievement, given my young age.

Skip Kindergarten, Read Successfully

While I was already ahead in reading, I skipped kindergarten, another milestone in my educational journey. When I entered first grade, I was tested for the gifted program, and the results were remarkable. After a week-long assessment, the educator told my parents that my reading level was equivalent to a ninth grader, while my math comprehension was at a tenth-grade level. This was a significant finding and a testament to my intellectual precocity.

A Personal Example from My Son

A good indicator of early reading abilities can be found in my son’s unique case. My son seemed to be able to read as soon as he could speak. This early development suggested a burgeoning cognitive ability that is not uncommon among intellectually gifted children. His immediate and fluid ability to read was a clear indication that he had a strong foundation in language and comprehension.

Conclusion

These early reading and cognitive experiences have been crucial in understanding my educational journey and, in my case, the early signs of intellectual precocity. These stories not only highlight the importance of recognizing and nurturing early academic abilities but also underscore the significance of family influence in shaping educational outcomes.