Do today’s students perform better than their peers in 1960?

Read the text attached.

Study Suggests Today’s US Students Are Less Efficient Readers

Do today’s students perform better than their peers in 1960? Given the advances in education and technology, it would be natural to assume that the answer is a resounding “yes.” But, when it comes to reading efficiency, new research suggests that that’s not the case. The research, published by the International Literacy Association, compares the comprehension-based silent reading efficiency of US students (grades 2C12) in 2011 with data collected in 1960. A key finding was that students fall further behind as they advance through the grades, wrote Alexandra Spichtig, Ph.D., Chief Resource Officer of Reading Plus, and first author of the study. The study showed that today’s second-grade students are comparable to their peers of 50 years ago, but that by the end of high school, students’ comprehension-based silent reading rates average 19 percent slower than the rates of their 1960 peers. “What we know C and the data underscore this C is that for many students, the progression to efficient silent reading does not develop naturally. Many students need structured silent reading instruction,” explains Mark Taylor, Chief Executive Officer of Reading Plus, a web-based silent reading program for schools. Some of the benefits of implementing silent reading instruction at home or in school are: expanded vocabulary, improved comprehension, increased efficiency, enhanced reading enjoyment, [and] improved writing skills. Experts agree that without extensive silent reading practices in the classroom or at home, students will continue to struggle and literacy rates will continue to fall short or fall behind. “Effective reading instruction must integrate fluency, vocabulary, and comprehension practice tailored to meet each student’s unique needs. This study demonstrates that as long as structured silent reading practice is neglected in this country, the literacy problem is likely to continue,” Taylor adds. While researchers can’t pinpoint reasons for the decline in silent reading efficiency from that of 50 years ago, it stands to reason that those students who engage in structured silent reading practice become more efficient readers and take with them a love of books that lasts far past their high school graduation.

Which of these is the most effective counterargument that an opponent of silent reading instruction might make to this text?
A . Silent reading practice only works if students are good readers. If they lack fluency skills, those skills won’t get remarkably better by silently reading a text.
B . Silent reading is a skill often taken for granted. Parents and teachers must work together to help students improve their reading skills, both orally and silently.
C . Reading scores in general are falling, not just those measuring silent reading comprehension.
D . Silent reading is not a skill people really use today. The jobs and lifestyle of the 1960s lent itself more to a need for silent reading skills.

View Answer

Answer: A