New Haven, Conn. – Jane Roth, a retired special‑education teacher who spent more than a decade at John C. Daniels School, says the district’s growing dependence on digital tools is undermining basic literacy. In a recent interview with the New Haven Independent, Roth, who taught for 32 years across several local schools, argued that students learn to read best when they start with pencil and paper.
Teaching from Paper, Not Screens
Roth praised programs like Lexia when used as a supplement, but she cautioned that a computer‑based curriculum should never replace traditional reading instruction. “There’s absolutely nothing like a book in a child’s hand,” she said, emphasizing that special‑education students often need concrete, hands‑on practice before moving to a screen.
She described a simple technique she used: students cover most of a passage with another sheet of paper and read line by line, preventing the habit of scanning text on a screen. This method, she explained, builds comprehension sentence by sentence before digital tools are introduced.
Evidence From the Classroom
Roth recounted a recent third‑grade assessment. When the student took a reading test on paper, they scored at grade level. Six weeks later, the same student was given the identical test on a computer and fell below grade level. “On a screen you can’t use a pencil and paper to guide yourself,” Roth noted. She argued that the district’s shift to screen‑based testing ignored the reality teachers see daily in the classroom.
She added that when students master reading on paper, the skills translate to computer work: “If we teach them to confidently read, eventually it will translate into what they can do on a computer.”
Calls for Teacher Autonomy
Roth said the increasing mandates for technology left many educators feeling unheard. “When it’s not working, teachers need the autonomy to step back and do what they know is best for the student,” she asserted. She urged the district to respect teachers’ expertise and involve them in decisions about instructional tools.
Beyond reading, Roth highlighted the value of low‑tech educational games—such as multiplication dominoes and vowel bingo—that engage students without screens. She recalled that these games were “better than Takis” for motivating learners.
Looking Ahead
As she prepares to retire fully, Roth hopes her plea will encourage school leaders to balance digital innovation with proven, paper‑based methods. She left colleagues and families with resources to support reading instruction that starts on the page, not the screen.
Original reporting: New Haven Independent — read the source article.
