Unbalanced literacy
Over the last year or so, an education reporter named Emily Hanford has published a series of exceedingly important articles about the state of phonics instruction (or rather the lack thereof) in American schools. The most in-depth piece appeared on the American Public Media project website, but what are effectively condensed versions of it have also run on NPR and the NY Times op-ed page.
If you have any interest in how reading gets taught, I highly recommend taking the time for the full-length piece in APM: it’s eye-opening and fairly disquieting. While it reiterates a number of important findings regarding the importance of phonics, its originality lies in the fact that Hanford takes on the uneasy truce between phonics and whole language that supposedly put an end to the reading wars of the 1980s and ‘90s, and points out that so-called “balanced literacy” programs often exist in name only.
In principle, this approach recognizes that both development of sound-letter relationships and consistent exposure to high-quality literature are necessary ingredients in helping students become proficient readers. What Hanford does, however, is expose just how vast a chasm exists between theory and reality. In many schools, phonics is largely neglected, or even ignored entirely, while discredited and ineffective whole-language approaches continue to dominate.
To be clear, “reading” in the complete sense of the term is an incredibly complex, multifaceted act, one that draws on the ability to form letter/sound relationships, recognition of sight words, vocabulary, syntax, and background knowledge, among other things. “Decoding,” in contrast, refers to the act of being literally able to translate squiggles on a page into words (although confusingly, it’s often referred to as “reading” as well). It’s a key component of reading but obviously in no way a substitute for the full range of skills required. What Hanford is primarily concerned with is the latter, and neither she nor any of the experts she cites view phonics as more than a single piece—albeit an extremely fundamental piece—of the reading puzzle.
So, it is all very well and good to agree that students need to learn some phonics, but what exactly does “some” mean? 10 minutes a day? An hour once week? An hour a month? Once a year? Hanford recounts the story of a parent who, concerned about her child’s reading, asked the teacher when the class would cover phonics. The teacher responded that she had covered phonics but that the child had been absent that day.
Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 school districts.
