Understanding Cognitive Deficiencies in Reading and Speaking Late in School
Is learning to read and speak in middle school a sign of cognitive deficiency in adulthood? This is a question often pondered by educators, parents, and students themselves. To address this, it is important to break down the concepts of reading, speaking, and cognitive development and understand the factors that play a role in these skills.
What is Middle School?
Middle school is a transitional period in a student's education, bridging elementary and high school. It is a time when students are expected to develop more advanced academic skills, including reading and speaking abilities that are crucial for future success.
Reading and Speaking Skills
Reading and speaking are not static abilities; rather, they are dynamic processes that require continuous practice and improvement. Learning to read and speak takes significant time and practice, much like learning to drive a racing car. You need extensive training to do it well and to avoid accidents.
Reading, for example, is an automatic process that necessitates a substantial amount of practice to become effortless. The more you read, the better you become at it without getting tired. Similarly, memory of school or science matters requires a lot of time to master comprehensively. This mastery is a result of continuous hard work and practice.
Developmental Milestones
Children start babbling well before they can form words in their native language. Single words typically appear by 6 months of age, followed by two-word phrases by 15 months. Full sentences may emerge between 24 and 30 months, though not always grammatically correct. Late onset of speaking is often indicative of a developmental disorder, such as autism spectrum disorder.
In middle school, students typically start the basics of reading after learning their alphabet and number words in kindergarten or first grade. By grade 3, if a student is still struggling with reading, they may require remedial instruction. However, it's essential to recognize that late development of these skills does not always indicate a cognitive deficiency.
No, It's Not a Deficiency
A child can be latent with certain abilities. Various factors can contribute to this, such as introversion, better things to do, or a rejection of the premise. However, the outcome can sometimes surprise even the parents. Some individuals may have an engine that runs slowly at first but then speeds up, eventually zooming ahead.
It's crucial to evaluate each student individually. Cognitive development is a complex process influenced by numerous factors, including genetics, environment, and personal interests. Therefore, the decision to classify a child as having a cognitive deficiency based on late reading or speaking skills in middle school should be made cautiously and with a thorough understanding of the child's unique circumstances.