A new television monitor has been donated to George Lamming Primary School to support its RISE Reading Programme, with a reminder that digital tools should support, not replace, book reading and handwriting in building strong literacy.
Making the presentation at the school on the final day of term, area MP Marsha Caddle, patron of the RISE Reading Programme, said the TV monitor would complement the school’s literacy efforts while reinforcing the importance of traditional learning methods.
“You’ll see behind me a pretty large television monitor that we are contributing… to assist with the RISE reading programme,” she told students and staff.
While describing the monitor as an important technological aid, she cautioned against relying solely on digital learning.
“Reading on paper also continues to be important. There is a lot of research… that shows that reading on paper and handwriting are very important for comprehension and for deep learning.”
Pointing to lessons learned internationally following the COVID-19 pandemic, Caddle said technology should not come at the expense of foundational literacy skills.
“Let’s not abandon one type of learning to wholeheartedly take on another type of learning. I salute the George Lamming School and those who run the programme and all the teachers here for holding on to the concept of paper-based reading and of acquiring those basic skills as a foundation for lifelong learning.”
Reading from books often results in stronger comprehension than reading from screens:
“One of the things we found, for example, is that reading from a screen often means that your comprehension is lower… When you’re reading from a book, you don’t have much opportunity to skip ideas.”
Presenting the monitor to principal Malron Wilson, Caddle said she was confident it would be used alongside the school’s existing literacy initiatives:
“I’m pleased to present you with this technological aid because I know that it will be put in the proper context and that we will continue to promote paper-based reading along with technology and along with handwriting as two of the very important foundations of learning here at the school and across the country.”
Welcoming the donation, Wilson thanked Caddle for her continued involvement with the school, noting that her support has extended beyond financial contributions:
“This is one of many visits that she has made to our school. We recognise her as a patron of our RISE reading programme and indeed she has been a wonderful contributor to the programme, not only in terms of tangible donations but also in terms of the encouragement that she has given and will continue to give, I’m sure, to our students who are striving to improve their literacy.
“We appreciate your efforts, and I think even more important your presence with us through the last two years with the RISE Reading Programme and also our school garden. You’ve done us proud with your encouragement.”
The presentation formed part of an end-of-term assembly where several Class Four students were recognised for their achievements and contributions to the school community ahead of their transition to secondary school.
Caddle presented the Community-Minded Awards to Kelia Cain and Liam Chase, describing them as students who had shown “great emotional and other maturity through their willingness to help others, volunteer to help with school activities, and who help people feel included and promote respect”.
Wilson also presented the Principal’s Special Award for Helpfulness to Skylar Shepherd, Tyrique Lucas and Ashea McPhearson, praising their willingness to assist staff each day.
“A school community thrives when its members support one another. Today we recognise these three students whose helpfulness, consideration and readiness to lend a hand would have set an excellent example for their peers”.
The Principal’s Leadership Awards went to Head Girl Oya Holder and Head Boy Liam Clarke, while Navi Smith received the Principal’s Special Award for Outstanding Academic Performance as the school’s top-performing student.
(LE)
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