Nationally, 68% of all 4th grade public school students are not reading at a proficient level (The Nation’s Report Card, 2022), and 54% of Americans between the ages of 16-74 read at a level below that of the sixth grade (Gallup 2020). Yet, the debate over how best to teach reading skills to children lingers on. The two main camps in this debate are the phonics-based approach and the whole-language approach.
The phonics approach (structured literacy) emphasizes the importance of teaching children the sounds of individual letters and letter combinations and how they blend together to form words. The whole-language approach (balanced literacy), on the other hand, focuses on immersing children in language-rich environments and encouraging them to learn through context and meaning. Proponents of each approach argue that their method is the most effective, and the debate has often become heated and contentious. Despite this, both approaches continue to be used in classrooms around the world and many educators advocate for a blended approach that incorporates elements of both.
Reading is a complex cognitive process that involves decoding, comprehension, and fluency. Decoding refers to the ability to translate written words into sounds, while comprehension involves understanding the meaning of the text. Fluency refers to the ability to read with speed, accuracy, and expression. These three components of reading are interdependent and mutually reinforcing, meaning that deficits in one can impede progress in the others.
Research in the field of reading science has identified several evidence-based practices that promote effective reading instruction. These practices include explicit instruction in phonics, which teaches students how to decode words by recognizing letter-sound correspondences. Phonemic awareness, which involves identifying and manipulating individual sounds in spoken language, is another important component of early reading instruction.
Other evidence-based practices include building vocabulary, promoting reading comprehension strategies, and providing ample opportunities for independent reading. For example, teachers can help students develop their vocabulary by explicitly teaching word meanings and providing exposure to a wide range of texts. Comprehension strategies such as making predictions, asking questions, and summarizing can also help students better understand what they are reading.
School leaders can support effective reading instruction by providing teachers with professional learning opportunities that focus on evidence-based practices. They can also ensure that teachers have access to high-quality instructional materials and resources, such as decodable books for the beginning reader to build confidence and leveled texts. Additionally, school leaders can promote a culture of literacy by prioritizing reading instruction, such as class libraries and book clubs, and by celebrating reading achievements. Our commitment is often evident not in what we say, but in our policies, resources and investments, and the practices we promote.
Recently while in Washington, DC, I had the opportunity to participate in a screening of the “Right to Read” documentary and a panel discussion about the nation’s literacy crisis featuring LeVar Burton (actor and advocate for literacy and reading science), executive producer Jennie Mackenzie, Emmy-award winning director, and Kareem Weaver, producer and lead character. The documentary is a powerful tool to help galvanize individuals, raise awareness in communities, and highlight the need for action on issues of literacy disparities in education. It’s time for communities and schools to come together around this shared crisis and act now!