Credit: Edutopia

Glasses for Johnny?

Creative educators do well to push and boost adolescent literacy ("Why Johnny (Still) Can't Read: Schools Meet the Challenge of Producing Teen Readers," February 2006), but what about adolescent health and well-being? Can Johnny see the small print? When was the last time anyone made sure his immunizations were up to date? When was the last time he had hearing and eye exams? If he needs glasses, can his family afford them? The little things we did when Johnny first started school must not be neglected now that he is taller and has facial hair.

Seledia Shephard Bailey

"Why Johnny (Still) Can't Read: Schools Meet the Challenge of Producing Teen Readers" was a nice overview of problems and needs. The teaching of reading to English language learners (ELLs) should not be left to teachers of English as a second language (ESL) alone. All teachers of English language arts (ELA) should receive training in teaching reading to ELLs. With the background in reading ELA teachers already have, and training in ESL reading methods, they can become more effective in improving the reading skills of ELLs.

Charles Stansfield

I love your magazine and your online work! At Maryland Public Television, we have been developing online "field trips" (go to www.thinkport.org/classroom/trips.tp) that include support for struggling readers. Each field trip also includes notes for teachers on using the site with a range of readers (bayville.thinkport.org/classroomresources/using.aspx).

We recently completed a study on the effectiveness of the field trips and the reading strategies in classrooms. One middle school social studies teacher has seen her students' reading comprehension rise dramatically since learning the simple strategies, many of which you outline in "How To: Reading-Comprehension Strategies for Adolescents" (February 2006). Thank you for all you do to keep the education community inspired.

Carol Jackson

To Each His Own

In "Buried Treasure: Getting to Know -- Really Know -- Your Studetns" (Dispatches, February 2006), Robin Schader identified so poignantly the importance of seeing each learner as a distinct person with latent talents and real gifts. Her discussion of Landon, the unacknowledged child, reminded me of the classic film Cipher in the Snow, once frequently shown to future educators. The message is the same: Human connectedness in the classroom makes all the difference; it is literally a matter of life or death. Opening our eyes and hearts to the people entrusted to our care and our career is our duty and joy.

Carol E. Dietrich, PhD

Ripping Good

Your Dec/Jan 2006 issue is wonderful. I sent "Film School: Making Movies From Storyboard to Screen" to two young students of film in San Francisco. "Crime Seen: Students as Investigators" went to our science professors. went to all my preservice teaching students. went to a professor involved in teaching the subject. "Beyond Bake Sales: Family Subsidy of Public Schools" went to a family experiencing the "shelling out" who think their school is the only one that operates that way. Now, I am left with just a few pages.

Marsha Lifter

Get Plugged In

"Adopt and Adapt: Shaping Tech for the Classroom" (Dec/Jan 2006) points to the creative, groundbreaking innovation in technology our students deserve. I especially like that you suggest asking the students themselves. I am concerned, however, that all this might be difficult to implement, not only due to teacher resistance, but also because of the varying learning levels of students. One promising situation I observed is in Oak Lawn, Illinois: a newly built computer classroom is set up theater-style. Rows are on elevated levels with the teacher on ground level. The computers face the teacher, students face the computer, thus the students' backs are to the teacher. The result is that the teacher can view all screens with a quick scan of the room, noting if all students are up to speed.

Linda Vorderer

Starving for Knowledge

In "Weighty Matters" (December 2005), you say, "At first whiff, schools seem to contribute to the obesity problem." Sniff again. Educators responded to budget cuts that left us without enough P.E. teachers, desks, and books. Special programs got cut and our legislators failed to see the problems this would create. Also, more than 85 percent of our students come to school hungry and are met with a breakfast approved by the state budget: Pop-Tarts and cereal. Our kids' mouths should be filled with better nutrition so we can focus on filling their brains with knowledge.

Kelly Wickham

Letters to the editor are a vital part of the conversation. Send your thoughts, corrections, or even complaints to letters@edutopia.org, or Letters to the Editor, Edutopia magazine, P.O. Box 3494, San Rafael, CA 94912. Be sure to include your name, affiliation, and contact information. Letters may be edited for length and clarity prior to publication.