Since the inception of my career, I’ve harbored a nagging sense of unease. It began with my inaugural role as a ninth-grade English and Reading instructor. I initiated a Reading class to address first-year students’ deficiency in reading skills. Covering topics like visual aids, structural analysis, and efficient reading techniques, I soon observed a significant challenge: students struggled to vocalize the words they encountered.
Initially, diverse learning styles might account for this variance. After all, they could decipher words contextually, leveraging the skills I imparted. Besides, systematic phonics seemed irrelevant for their age group.
Years later, I encountered a familiar issue while instructing adults in remedial reading at a community college. Despite my emphasis on comprehension, many still stumbled when reading aloud. One student confessed her inability to read to her child due to the complexity of the words. This revelation struck me, especially given my aim to prepare them for collegiate reading demands.
Subsequent roles as a middle school reading interventionist underscored the persistence of this challenge. Despite a curriculum emphasizing background knowledge, vocabulary, and reading strategies, phonics instruction remained conspicuously absent, barring special education students.
Today, as a seasoned middle school principal, my apprehensions have solidified. Nearly two decades of experience have crystallized the realization that a crucial element is amiss. Fortunately, burgeoning research now validates what many of us sensed intuitively. Word-level reading proficiency is indispensable for even rudimentary LiteracyLiteracy. Failing to impart these skills constitutes educational negligence.
How Are We Currently Teaching Students to Read?
Understanding the contemporary methods of teaching reading requires a glance into history. In the 1800s, phonics instruction prevailed, emphasizing word decoding through sound. This era overlooked the significance of language exposure in shaping reading comprehension, epitomized by the McGuffey Readers.
The 1930s ushered in the whole-word theory, treating reading as a visual exercise. Students were urged to memorize entire words rather than decoding them phonetically. Exemplified by the Dick and Jane series, this approach emphasized repetitive exposure to solidify word memorization.
Between the 1930s and 1960s, the pendulum of reading instruction swung between phonics and the whole-word theory until Ken Goodman introduced the Whole Language approach in 1967. Challenging traditional views, Goodman proposed reading as a natural skill honed through exposure to quality literature. This approach sidelined both isolated phonics and whole-word memorization, advocating for Three-Cueing, which relies on syntax, semantics, and visuals to deduce words.
The ensuing Reading Wars persisted for decades until the National Reading Panel intervened in 2000. Their conclusive verdict favored phonics instruction as indispensable for effective reading education.
Despite this, proponents of Whole Language rebranded as Balanced Literacy, incorporating a token amount of phonics while maintaining their original stance. This approach, like cooking, allows educators to blend methods according to preference rather than evidence-based practice. Advocates argue it aligns with the theory of multiple intelligences, catering to diverse learning styles.
Balanced LiteracyLiteracy dominates reading instruction, offering flexibility to educators despite lingering debates over its efficacy.
Why Do We Need to Change the Way We Teach Reading?
The need for a paradigm shift in reading instruction is evident. The Whole Language and Balanced Literacy approach needs robust empirical backing, originating from observations of struggling readers rather than comprehensive, data-driven research. Consequently, our pedagogy caters to students as if they were already working, perpetuating ineffective strategies.
Contrary to popular belief, proficient readers rarely use Three-Cueing techniques to decipher words. By emphasizing these strategies with novice readers, we inadvertently hinder their development. They become reliant on context cues, compensating for deficiencies in fundamental reading skills.
The consequences are dire. A staggering one-third of American fourth graders fail to attain basic reading proficiency—a prerequisite for functional literacy, or the ability to derive literal meaning from text. This alarming statistic underscores the urgent need for reform; a significant portion of our youth faces functional illiteracy, limiting their academic and professional prospects.
In contrast, only a minute fraction of students—1 in 100—possess such severe reading disabilities that perpetual struggles are inevitable. Our collective mission is clear: to bridge the gap from one-third to one in a hundred, empowering all American children to realize their full cognitive potential.
How does the Brain Learn to Read Words?
It’s Not Visual
Reading isn’t as visual as we might assume.
Consider this task: try to name the color of the text, not the actual words. You probably found it challenging to bypass reading the words themselves and instead focus solely on the colors. This difficulty arises because our brains process words faster than visual stimuli like colors. Hence, reading is not primarily a visual activity.
If reading doesn’t rely on visual processing, how do we effortlessly recognize words without sounding them out repeatedly? Functional brain imaging studies shed light on this phenomenon, revealing that we acquire reading skills through a mechanism known as orthographic mapping.
It’s Orthographic
Orthographic mapping is a crucial aspect of learning to read. Initially, we hear a word like “cat” and associate its pronunciation with its meaning. Next, we learn to segment the word “cat” into its constituent phonemes or sounds. Subsequently, we link these sounds to the corresponding letters, known as orthography, that form the word “cat.”
The Simple View of Reading
Whole Language deserves acknowledgment for its emphasis on attaching meaning to decoded words. As illustrated in the example where a reader comprehends the word “cat” before formally learning to read it, decoding alone holds little value without understanding the significance of the words.
The Simple View of Reading succinctly posits that reading comprehension results from the multiplication of word recognition and language comprehension. Every emphasis on one component can only compensate for deficiencies in the other.
Thus, while continuous dialogue, reading sessions, and exposure to quality literature are vital for nurturing literacy skills, they cannot substitute for inadequate word recognition. In this equation, it’s crucial to understand that it’s multiplication, not addition; zero times anything yields zero.
The Ladder of Reading
Approximately 5% of students effortlessly absorb reading skills, often through exposure to books and being read to regularly. Another 35% acquire reading proficiency with broad instruction, including Whole Language or Balanced Literacy approaches.
Although students do not necessarily need phonics instruction, evidence indicates they still benefit. However, 40-50% of students require systematic, explicit, and sequential phonics instruction to excel in reading.
Additionally, 10-15% may need targeted diagnostic assessment and intervention in phonics for success. Fortunately, only around 1% of students face such severe reading disabilities that they will persistently struggle, irrespective of instructional methods. These findings underscore the importance of tailored approaches in fostering LiteracyLiteracy.
No What
Maya Angelou’s wisdom resonates: “When we know better, we do better.” In our educational journey, there were gaps in our understanding, but now we’re equipped with greater insight.
Educators can’t alter a child’s preschool exposure to language or reading material. Still, we wield significant influence over their access to explicit, systematic, and sequential phonics instruction at all educational stages.
By prioritizing this approach from kindergarten through second grade, we equip students with a foundational skill set that will endure—a vital asset in their academic arsenal. Our privilege and duty as educators is to provide them with this indispensable tool.
Frequently Asked Questions
What is the Art and Science of Reading?
The Art and Science of Reading encompasses a multifaceted teaching and learning approach to literacy skills. It combines the creative aspects of language comprehension and expression with an empirical understanding of the cognitive processes involved in reading.
Why is the Art and Science of Reading important?
Effective reading instruction requires a blend of artistry and scientific understanding. The artistry lies in engaging students, fostering a love for reading, and adapting instruction to meet individual needs. The science involves understanding how the Brain learns to read, utilizing evidence-based practices, and implementing structured literacy approaches.
What are some fundamental principles of the Art and Science of Reading?
Fundamental principles include phonological awareness, phonics instruction, vocabulary development, fluency, and comprehension strategies. Additionally, understanding the importance of early intervention, systematic instruction, and addressing individual differences are integral to effective reading instruction.
How does the Art and Science of Reading impact literacy outcomes?
The Art and Science of Reading promotes comprehensive literacy development by integrating artistic and scientific approaches. This approach equips students with the necessary skills to become proficient readers, fostering lifelong learning and academic success.
What are some evidence-based practices associated with the Art and Science of Reading?
Evidence-based practices include explicit and systematic phonics instruction, structured literacy approaches, multisensory techniques, and differentiated instruction. Additionally, incorporating ongoing assessment and data-driven decision-making are essential to effective reading instruction.
How can educators incorporate the Art and Science of Reading into their teaching practices?
Educators can integrate the Art and Science of Reading by implementing research-based instructional strategies, utilizing high-quality literacy materials, providing targeted intervention and support for struggling readers, and staying informed about current literacy research and pedagogy developments.
Where can I learn more about the Art and Science of Reading?
Resources such as professional development workshops, academic journals, online courses, and reputable websites dedicated to literacy instruction offer valuable insights into the Art and Science of Reading.
Conclusion
The Art and Science of Reading represents a holistic approach to literacy instruction that integrates creative teaching methods and evidence-based practices. Educators can effectively support comprehensive literacy development by combining the artistry of engaging students with the scientific understanding of how the Brain learns to read.
By embracing principles such as phonological awareness, explicit phonics instruction, vocabulary development, and comprehension strategies, educators can empower students to become proficient readers.
