Twice this past week I have seen (and sent to myself to reread) articles regarding the use of balanced literacy or the science of reading in teaching students to read. As an ELA teacher with students who struggle to read and a grandmother of a Kindergartener who is struggling to read, I can sympathize with those parents who claim curriculum is to blame… but is it?
I began teaching in 2012, and I was shocked to realize that I had 8th grade honors students who did not know how to sound out words in which they were unfamiliar. I’m certain that if that student had been able to sound out a word, they would have been able to answer the question correctly on a test. It was not a new word. It was a word that I’m certain they had heard in everyday conversations, if not, on television or movies.
Somewhere along the line we stopped teaching phonics. We reverted to a new method of teaching reading titled, Balanced Literacy. This approach to reading involved teaching students to look for cues to unknown words and to build a love for reading. The problem with this is that students who struggle to read do not enjoy reading. It’s like trying to decode an unfamiliar language.
An article in The New York Times by Sarah Mervosh titled, “‘Kids Can’t Read’: The Revolt That Is Taking On the Education Establishment,” brings to light the reform that is taking place in certain states and is being fought for by parents in many other states. Mervosh states that the Covid-19 pandemic made many parents aware of the reading problems of students. With parents in charge of their child’s education, they realized that there was a problem.
Across the nation many states are starting to see that the reading curriculum is falling short with many students. There is no one-size-fits-all when it comes to reading instruction. Our school district implemented a more science based reading approach, but they also use the READ180 and System44 programs for our low readers who have IEPs (individualized education plans). The program is great with our older readers, and I’ve seen students make great gains while in the program. The downside? It is not a great fit for those students who have dyslexia. The only program that supports dyslexic readers the way that they need reading support is Gillingham-Norton.
As for me, I’m a huge supporter of phonic instruction and the science of reading approach. Phonics instruction supports reading and writing. Students who have phonemic awareness can decipher text and write unfamiliar words that can at least be understood.
Despite all of this, it is clear that reform needs to happen. Illiterate students are a growing concern because these students are fast becoming illiterate adults faster than alliterate adults. While trying to inspire a love of reading is important, having students who know how to read and can decipher unfamiliar words to comprehend written texts is even more important.
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