“Hey, Mrs. Phillips. Watch this. I can read with my eyes shut!”
Many years later I can still picture Tyler, an earnest and keen young grade one reader, proclaiming his new reading skill. We relied on pattern text as an early reading strategy and Tyler had mastered it. While I smiled at his achievement, I made a mental note to move him along. He was missing one of the key components of reading: the letters mattered and you couldn’t do it with your eyes closed.
The “reading wars” are back. Teachers who have been teaching through a balanced literacy approach are now confronted with The Science of Reading. Boards and school districts (and publishing companies) are scrambling to ensure that their primary years teachers embrace the components of the science of reading and eschew the balanced reading approach. Articles abound. PD is happening. And teachers may be feeling overwhelmed. Surely they were not “bad” reading teachers before.
I fully support the tenets of the science of reading. However, I worry that in our collective desire to do the right thing, the implementation of this approach to teaching reading will cause more angst than is necessary. Instead of throwing the baby out with the bath water, let’s look at how teachers can take what they have been doing and tweak it to support more students in learning to read.
- Pattern texts will not teach students to read. But they do help students figure out some very early things about reading: stories have meaning and the words go with the pictures; each group of letters is a word that makes sense; when you say the pattern, some words become recognizable. These are very early reading behaviours. We don’t want to linger here. We don’t head to have a running record at 92% accuracy. These books are highly dependent on a student’s vocabulary knowledge of the objects in the pictures and second language teachers have long known they don’t work if you don’t know the word in the picture. Teachers don’t need to throw them out but they do need to know that the books have limited value as an early reading tool.
- Rethink the three cuing systems to be a way of error analysis: what are students doing when they misread a word. For example, the actual word is truck and the student reads dump truck because that is the picture. Good reading teachers have always used that information to cue students to look at the letters and use phonics. If a student reads “the” instead of “a”, using syntactic clues, good reading teachers have always used that information to cue students to look at the letters and use phonics. When the word is “car” and the student stumbles, good reading teachers encourage the student to use phonics (let’s look at the sounds) and might have noticed if the student also looked at the picture to guess at the word. Good reading teachers have always made a mental note about why students were misreading words and what they needed to do to help them read the correct words. As we move forward paying attention to why students are misreading a word and then helping them to focus on the letters and letter patterns will move students toward solid reading skills.
- Running records can still help you. I’ve never been a fan of analyzing all the errors in a RR but have always used a running record to see what kinds of errors a student is making and look for patterns. As your knowledge of phonics instruction increases you will also begin to notice which sounds a student is confusing or missing. Instead of thinking that a student needs to use more picture clues, you will notice when a student is over-relying on picture clues and provide learning opportunities for the student to pay more attention to the words such as making sentences out of words on cards. But you still need a way to know how well your student is reading real text and a running record on the fly is one of many tools you can use.
- Inventive spelling in your writing program is still the best way to get kids to practice the phonics they know and to develop the phonics they need to know. Good literacy teachers have always used student writing to determine which rules a student needs to learn next. For example, an early writer will likely represent all vowels with an “a” at first. When this happens teachers will focus their teaching on the other short vowel sounds. Early writers will write the long e sound at the end of the word as an E (babe for baby, sune for sunny, pupe for puppy). When a student is doing this regularly, good literacy teachers will help them to see that two syllable words that end in a long e sound are almost always spelled with a y. Knowing the conventions of English spelling is key to this type of teaching.
- Differentiation is still key. Research is clear that all students use phonics and letter-sound relationships to read. But the amount of support they will need, the type of support they will need and the pace of that support will differ. While 10 minutes of fun phonemic awareness activities in kindergarten may be useful for the whole class, teachers will still need to pay attention to who needs extra practice. Teachers will need to be wary of class sets of phonics worksheets that do little to support students who don’t need them. And to be aware of phonics worksheets that don’t require you to read at all to complete! Just like always, some students will need more and some will need less and worksheets are boring. They were in balanced reading and they are in the science of reading.
- Read alouds are still important for students to develop vocabulary and background knowledge Choose read alouds that have a rich and varied vocabulary and on a variety of themes, topics, fiction and nonfiction. Don’t beat the read aloud to death with too many questions. Model learning and thinking and enjoying.
As you delve into the science of reading you will learn new things. I loved this article in 1999 and I love the revised version now. If you only read one thing, try Reading Is Rocket Science. Remember that you don’t have to tell your students all the stuff you are learning. Perhaps you have now learned about r-controlled vowels, and the different shape your mouth makes in saying different sounds, and digraphs, diphthongs, morphemes and phonemes. You don’t have to tell your students all this. Remember that for your students, learning to read should be fun. A quick internet search of “sound walls” has both good ideas (organizing words by sounds not initial letter) and crazy ones with way too much information for young learners.
Good literacy teachers have always tweaked their programs based on the latest available research. But it takes time. As you tweak your reading program it is going to be messy. You will try things and love them and try things and hate them. When your students are successful learning to read is when you will know that your new practices are working.