Charlotte Hacking’s Post

Two methods of teaching reading have been sparring since the mid-1800s. One is the “science of reading theory,” and the other is “balanced literacy.” The science of reading emphasizes systematic phonics instruction, while the balanced literacy method is based on whole-language instruction. In 1835, the McGuffey Readers, primers for students from grades one to six, became the most popular teaching method. They used a phonics-based literacy system. Then in the mid-1800s, Horace Mann began speaking out against the Readers. Mann believed it was better to teach children to learn whole words first, so they developed a love of reading, rather than breaking the words into phonemes and phonics. For decades, systematic phonics instruction prevailed. Then, in the 1920s, there was a shift to the “whole language approach.” In this method, children learn to read by analyzing the meaning and context of the words. In the 1950s and 60s, there was a shift back to phonics-based instruction. Then, in 1997, a federally funded National Reading Panel study concluded there were five essential pillars of literacy instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. This led to “balanced literacy,” which bridges the divide between “whole language” and heavily “phonics-based” approaches. Most recently, in 2023, New York City’s public school system changed the literacy curriculum to align with the science of reading theory which advocates teaching literacy skills focused on phonemes (the sounds heard in words), and phonics (linking sounds heard with the letters and letter combinations of what’s written). This came about because the 2022 testing showed that one-half of the third graders read below the third-grade level. And so, the war continues. #literacy, #reading, #readingwars, #literacymatters, #teachingreading

Congratulations to Heather Willms, an instructor in VIU's Education department on the recent publication of her new book, Bridging the Reading Gap! Here's what she had to say about her book: "Bridging the Reading Gap offers research, strategies, activities and lessons to use in today's complex upper elementary and middle school classrooms. It is essentially a book that I wrote for teachers like me; educators with a passion for literacy but limited understanding in how the brain learns to read, and what is critical for reading instruction for the broad range of reading proficiency found in elementary and middle school classrooms. It supports reading acquisition at the word level. Vocabulary, Morphology (the smallest meaning parts of words), etymology (where words come from), spelling and breaking down multisyllable words are all micro skills of the reading process. When writing Bridging the Reading Gap, it was critical that lessons were field tested in today's complex classrooms where there is often one adult in the room for most of the day. The book began as a series of spelling lesson but feedback from teachers was that every class is so unique that a series of "one size fits all" lessons does not work well. The book was then pulled apart and its current format allows educators to work on one skill at a time and choose where they feel confident to begin. Bridging the Reading Gap is intended to be a resource for busy classroom teachers, and for teachers who are beginning their journey in explicit literacy instruction in upper elementary classrooms and beyond; a gateway to learning the wonders of how the English language is constructed along with their students." Bridging the Reading Gap is available from Pembroke Publishers, Orca Books, Amazon and Indigo.

Why is phonics crucial in reading education for students in grades 3-12? Dive into The Conversation's article to explore the significance of phonics in developing reading skills. Phonics plays a vital role in helping students decode complex texts by breaking down words into simpler sounds, fostering fluency and confidence essential for handling challenging vocabulary in higher grades. Applying phonics empowers students to better comprehend literature and informational texts, laying a strong foundation for academic success across various subjects. Interested in the impact of phonics on literacy? Read the full article here: https://lnkd.in/eewmV3C7 For a structured phonics approach tailored to grades 3-12, check out our Phonics for Reading solution. #PhonicsForReading #Education #Literacy #ReadingDevelopment.

Phonics is crucial for children to learn to decode, but it must be balanced with a literature curriculum designed to engage them. Too often I read sentences with students like the ones mentioned in this article -- “Tim taps it. Sam sits in. Tim nips in. Sam tips it.” How will children see any value in reading if sentences like those are the majority of their experience?

How to think about reading across the curriculum I believe that the ‘Just reading’ findings from the University of Sussex have the potential for significant impact on outcomes for all pupils, particularly those with lower starting points. I wrote about the findings here https://buff.ly/4aVNgCg and in my view, they apply not only to literacy in primary and English in secondary but have the potential for improving outcomes across all subjects. If we are intent on closing the gap in our schools, particularly for those pupils who do not reach the expected standard in reading by the end of Y6, then it’s worth underpinning topics and units in other subjects with high quality texts. Underperformance in the reading SATs paper is generally due to a lack of vocabulary. So how do we develop pupils’ vocabulary? It’s through the wider curriculum underpinned by vocabulary rich texts. A high-quality text used to underpin the unit will help with the following: · It will provide background knowledge which we know is helpful when learning new material · A well-chosen text will contain the concepts and big ideas underpinning the unit · It will support pupil’s vocabulary development, because the written word is of greater depth and complexity than the spoken word · A great text will make learning accessible for all pupils This is backed up by research from Susan Newman Professor of Childhood and Literacy Education; New York University https://buff.ly/3UjcS5o Non-fiction texts build vocabulary, as these texts tend to include words that are more academic and conceptually dense, such as ‘predict’ and ‘investigation’. Taking account of this research, opens up great potential for how we think about curriculum planning.

The recent Atlantic article on literacy education sparked an important conversation about middle school reading instruction. As an educator passionate about literacy, I've just published a comprehensive analysis of why teaching complete novels remains crucial for student development. In my latest piece, I explore: • How whole-novel reading directly aligns with Common Core standards • Evidence-based strategies for implementation in diverse classrooms • Ways to build sustained reading stamina while meeting testing requirements • Practical solutions for common classroom challenges For administrators and teachers wrestling with curriculum decisions, I provide a research-backed framework that balances traditional novel study with modern educational demands. I'm particularly interested in hearing from fellow educators: What are your experiences with whole-novel instruction in today's classroom environment? #EducationalLeadership #Literacy #K12Education #TeachingStrategies #CommonCore

In exploring the transformative power of reading, a pivotal study led by Julia Sutherland, Jo Westbrook, Jane Oakhill, and Sue Sullivan offers compelling evidence for a robust approach to literacy education. This investigation, engaging over 400 students, unveils a striking truth: the act of engaging with entire narratives, as opposed to mere fragments, catapults struggling readers into remarkable growth. The findings? A quantum leap in comprehension skills, with students exhibiting gains equivalent to 16 months of learning compressed into a 12-week span. This revelation underscores a fundamental principle: the profound impact of whole-book immersion on reading proficiency and, equally important, on students’ engagement and affection for reading. The implications are clear and transformative. By prioritising full narratives in our teaching practices, we not only enhance comprehension skills but also kindle a lifelong passion for reading among our students. The imperative is clear. As we strive to cultivate literate, engaged, and thoughtful individuals, our literacy teaching must be firmly rooted in the full narrative experience. By ensuring our classrooms are filled with complete stories, we lay the groundwork for all students, especially those facing difficulties with reading, to embark upon their paths of discovery, comprehension, and a lifelong appreciation for literature. This strategy is not only aligned with the best practices in literacy education but also encapsulates the transformative power of reading as a catalyst for both academic and personal growth.

This is a great article about the importance of whole class reading and developing effective comprehension skills. Article by Gemma Tonge- TES. Whole-class reading: what the research says: 1. Be picky with the text- the text needs to be engaging and fit for purpose. 2. Teach the context- research shows that pupils who have an understanding of context can outperform their peers in comprehension, irrespective of phonic reading ability. 3. Make reading visual- when teaching background knowledge and vocabulary, include pictures and diagrams. 4. Read to pupils-having an adult doing the reading in whole-class sessions means that the language content of the text doesn’t need to be limited. 5. Read the text twice in succession-in the first read of the text, focus on modelling fluency and expression. In the second read, focus on comprehension. 6. Focus on questions and answers-during the second read, ask the questions you want answered as you go along. 7. Switch up the activities pupils do each lesson-use a range of engaging activities as a class to assess understanding of a text; get them to role play as the character. 8. Use stem sentences- using stem sentences can improve engagement and confidence, and help pupils to build upon each others’ ideas. For example, "My favourite fruit is......."

By employing evidence-based reading strategies, teachers can ensure that students develop the strong reading skills necessary for academic success and lifelong learning. Read more 👉 https://lttr.ai/AU0v5 #ScienceOfReading #TeachReading

The SCIENCE of Reading! "Literacy skills are the currency of the information age, opening opportunities for life choices, career options, and quality of life." Great article by Auddie Mastroleo on Edutopia - George Lucas Educational Foundation! Recent declines in middle and high school literacy scores highlight the importance of implementing effective reading instruction, even for older students. The science of reading offers practical, evidence-based methods for improving literacy, emphasizing comprehension over mere decoding. By focusing on background knowledge, vocabulary acquisition, language structure understanding, verbal reasoning development, and literacy knowledge, teachers can better equip students with essential reading skills. Incorporating these components into daily instruction helps students become more strategic in comprehending complex texts, ultimately enhancing their overall educational experience and future opportunities. https://lnkd.in/e3_EsrhG