A former education reporter reflects on how and why she didn’t connect low literacy scores to inadequate literacy instruction
The children sat on the carpet, eyes on their teacher, who looked down at them from a rocking chair like a wise, loving grandma.
They were first graders, the age when school is new and fun.
What would their teacher say next?
What she said was, “Let’s talk about diphthongs!”
A diphthong is a sound made by combining two vowels, with the sound starting as one sound and moving into another. For example, coin and round.
It was 2004, and I was an education reporter at the Atlanta Journal-Constitution.
I was writing about the state’s new literacy standards, which did not include much phonics instruction. At the time, I agreed with this limited-phonics approach. As the teacher carried on about diphthongs, I pitied the children being tortured with a misguided lesson.
But as it turns out, I was wrong about dipthongs and phonics. And it wasn’t until long after I had left the beat that I realized my error.