If you’re in the world of elementary or literacy education, you’ve probably heard of the Science of Reading and the Reading Wars. These are not new ideas, but they have grown in recognition over the past few years. In short, the science of reading is the school of thought and research that spells out how our brains acquire the skills needed to read and spell and steps that should be followed in teaching these skills. The reading wars refers to the debate around the Science of Reading, which is phonics forward, Whole Language, and Balanced Literacy.

 

So, how is it possible that I spent 5.5 years earning a B.A. in Educational Studies and a teaching credential in English Language Arts without ever hearing these terms let alone learning what they were? As absurd as that sounds, I am in the same boat as so many teachers who graduated from years of schooling to be a teacher without learning about reading research or methods. The NCTQ reports that, “Only 28% of teacher preparation programs fully address all five components of scientifically based reading instruction. Another 22% of programs don't adequately address any of the five components.” This reality is being discussed more and more but the area that is still a mystery is why? Why are teacher preparation programs not held to a higher standard? Why is research being ignored?

 

This reality is not without consequences. Only around 30% of students are scoring at or above proficient in national and state reading assessments. The proximity between the percentage of adequate teacher prep programs and proficient readers does not seem like a coincidence. Teachers are entering the classroom not knowing how to teach students how to read or not knowing what to do when they have students who are struggling with literacy. Strong curriculum materials are not enough. Another study found that, “When teachers were taught evidence-based reading instruction by their prep programs and their districts emphasized these practices for special education students, their special education students showed an additional (and statistically significant) .04 standard deviations of reading gains.” In my own experience, lack of background knowledge makes following even a great curriculum incredibly difficult. Teachers are not simply readers / robots. Actors still need training, practice, skills, and personality when reading from a great script. Teachers are the same. 

 

So, what can you do if you have already graduated from the 78% of schools who do not train teachers adequately? Fortunately, there are many professional development opportunities that districts or individuals can purchase (although this is frustrating when you’ve already spent thousands of dollars on your education). The following websites provide free resources for teachers to learn more about reading science and strategies:

 

If you would like a crash course on the Science of Reading OR if you are an educator responsible for teaching other teachers and parents about it, click here for our Intro to the Science of Reading Presentation. 

 

Sources: https://www.nctq.org/blog/Getting-districts-and-teacher-prep-on-the-same-page-on-reading-pays-off

 

https://www.nctq.org/review#:~:text=non%2Dtraditional%20programs.-,Traditional%20Programs,percent%20of%20traditionally%20prepared%20teachers.