Regarding Jess Roshak’s guest column in Lookout Eugene-Springfield about child literacy concerns in Eugene School District 4J, would we give a first grader a calculator before teaching them addition?

For years, 4J has prioritized an overreliance on technology in the classroom, thus reducing children’s capacity for literacy. Literacy is a complex process which unfolds through various modalities and conceptual mastery. The act of handwriting deepens neural connections required for proficient reading. Elementary students typing on iPads and reading with apps has been counterproductive to the development of reading and writing skills. 

As a parent of a 4J student, I have concerns about instruction lacking in grammar and spelling lessons. Last spring, I met with school administrators regarding language arts for the coming year. I was told that spelling and grammar are not in the curriculum “because they have laptops and autocorrect for that.” This year, at parent orientation, we were told by teachers that due to budget cuts the students will not, as in years before, be given laptops or iPads.

Clearly, schools were not prepared for the fallout from budget cuts to technology. Lesson scaffolding, designed to provide them with tools they should already have, needs to be implemented or they will continue to fall behind.

I respect our educators and see the majority I’ve known to be dedicated and as allies to my children. Most want the best for kids and do the most possible with limited resources and support. My concern is that the 4J curriculum seems to have been designed upside down: What should have begun as analog curriculum and later transitioned to digital, happened inversely. As a result, it frightens me for this generation of students who may go out into the world ill-prepared to compete.

Through the Oregon Early Literacy Success Initiative, over $275 million in grants is available for schools with low literacy rates. The initiative was designed to provide continuing education for educators, materials, and interventions for kids falling behind. While 4J has been granted funds, I feel there is a lack of transparency about how those funds were used. For students’ sake, 4J needs to bolster its educators and select a curriculum that encourages holistic literacy development.

Tara Michele
Eugene