If we want all kids to become fully literate, we need to get more specific about “knowledge.”
Journalists are increasingly recognizing that the “science of reading” extends beyond phonics to include building the knowledge that enables comprehension. But they need to get more specific about what that looks like.
Media coverage of the reading crisis has focused on problems with instruction in phonics, as have many literacy advocacy organizations. That has led to a raft of state-level reform efforts that have tried to address those problems without also addressing equally serious flaws in the typical approach to reading comprehension.
What are those flaws? Throughout elementary and sometimes middle school, teachers have students practice comprehension “skills,” like finding the main idea of a text, on random topics deemed to be at their individual reading levels, which could be well below their grade level. The idea isn’t for students to gain any particular knowledge but rather to master the skills.
But cognitive scientists have long known that knowledge of the topic—or academic knowledge and vocabulary in general—are far more important to comprehension than supposedly abstract skills. And yet subjects that could build that knowledge, like social studies and science, have been marginalized or eliminated from the curriculum to make more time for comprehension skills practice. That leaves many students ill-equipped to understand the texts they’re expected to read at higher grade levels—even if they get good phonics instruction, which is also crucial.
That aspect of the reading crisis has gone largely unreported. But this year—and especially in the last few months—there’s evidence that the situation is beginning to change.
