MISSION
All learning-capable third-grade students achieve the reading proficiency milestone.
All students achieve grade-level or above performance and graduate high school prepared to succeed in career and post-secondary education.
All learning-capable third-grade students achieve the reading proficiency milestone.
All students achieve grade-level or above performance and graduate high school prepared to succeed in career and post-secondary education.
need
2/3 or more of 4th grade students in the US
are not proficient in Reading.
The current education system in the us is failing most students
why?
National Assessment of Education Progress (NAEP), Nation’s Report Card, US Dept. of Education
Fourth grade students in the US who scored below proficient reading level by race
Kids Count
Fourth grade students in the US who scored below proficient reading level by race
Kids Count
Allowing so many children to fail is a national catastrophe.
The current system is failing most children.
Our nation must address this critical need.
Labeling and socially promoting children who don't have the skills to succeed is a disservice to the children and their families.
Typical excuses given for this failure:
These excuses do not really capture the true picture, but we have to acknowledge the widespread failure, understand the causes and build the proper system to address the need.
Most teachers are professionals who care about their students, but the current system is failing the teachers which impacts the students.
Most people are not aware of the statistics and/or accept the failure.
More of the same is not working.
Students who struggle with reading success typically entered school behind in the foundational skills that empower learning and never caught up. The current system of one-on-many instruction was not designed to catch up so many children who are behind. In most schools, remediation practices provide too little support too late.
Reading proficiency requires each student to develop a certain set of foundational skills.
If a student is not reading proficiently, they likely have a deficit in one or more of these foundational skills--The Skill Gap.
Families and schools must identify the Skill Gap for each student and provide the explicit training and instruction each student needs to catch up.
The solution starts in the home.
Families must take ultimate responsibility and help to ensure children have the foundational skills they need when they enter kindergarten and provide the needed support during the early school years.
Schools must take responsibility and implement the proper immersion programs in grades K-3 to catch most students up to grade level.
Please don't accept the status quo.
Take action now to help most every student achieve reading proficiency.
Close the Skill Gap for our students.
Give every student the Gift of Reading.
The current system is failing most children.
Our nation must address this critical need.
Labeling and socially promoting children who don't have the skills to succeed is a disservice to the children and their families.
Typical excuses given for this failure:
- Bad schools
- Bad curriculum
- Bad teachers/instruction
- Bad students
These excuses do not really capture the true picture, but we have to acknowledge the widespread failure, understand the causes and build the proper system to address the need.
Most teachers are professionals who care about their students, but the current system is failing the teachers which impacts the students.
Most people are not aware of the statistics and/or accept the failure.
More of the same is not working.
Students who struggle with reading success typically entered school behind in the foundational skills that empower learning and never caught up. The current system of one-on-many instruction was not designed to catch up so many children who are behind. In most schools, remediation practices provide too little support too late.
Reading proficiency requires each student to develop a certain set of foundational skills.
If a student is not reading proficiently, they likely have a deficit in one or more of these foundational skills--The Skill Gap.
Families and schools must identify the Skill Gap for each student and provide the explicit training and instruction each student needs to catch up.
The solution starts in the home.
Families must take ultimate responsibility and help to ensure children have the foundational skills they need when they enter kindergarten and provide the needed support during the early school years.
Schools must take responsibility and implement the proper immersion programs in grades K-3 to catch most students up to grade level.
Please don't accept the status quo.
Take action now to help most every student achieve reading proficiency.
Close the Skill Gap for our students.
Give every student the Gift of Reading.
Parents
Learn how you can help your child become a successful reader. Learn the secrets of how fun and engaging Read-Talk-Play activities can give your child the magic of reading. More |
Community
Local organizations can make the dream of reading success a reality for all children in your community. Join the Movement and work with parents and schools to make a difference. More |
Schools
Learn how to prevent most reading difficulties and catch up students who are behind. Integrates easily into existing curriculum. At-home training options available to increase parent engagement. More |
Phonics-based instruction is not sufficient for most students in the US
Phonics-based instruction is the dominant instructional model in the US.
There have been phases when the whole language instructional model was pushed, but phonics has been the primary method since 2000 when the National Reading Panel Report was released (1).
Despite being hailed as the solution, why are so many students continuing to fail?
The evidence is clear that the current system is not working for most students.
Unfortunately, many administrators and policy makers believe that the failure is primarily due to inadequate instruction and place the blame on teachers.
Our goal is to rectify this mistake and demonstrate that in most cases, the instructional system is the problem.
More importantly, it can be fixed relatively easily and inexpensively.
Below is a summary of the key reasons why phonics is "phailing" most students.
Phonics-based instruction is the dominant instructional model in the US.
There have been phases when the whole language instructional model was pushed, but phonics has been the primary method since 2000 when the National Reading Panel Report was released (1).
Despite being hailed as the solution, why are so many students continuing to fail?
The evidence is clear that the current system is not working for most students.
Unfortunately, many administrators and policy makers believe that the failure is primarily due to inadequate instruction and place the blame on teachers.
Our goal is to rectify this mistake and demonstrate that in most cases, the instructional system is the problem.
More importantly, it can be fixed relatively easily and inexpensively.
Below is a summary of the key reasons why phonics is "phailing" most students.
1. English is not phonetically transparent
Languages such as Italian and Spanish have a very high correlation between single letters and sounds. They are considered phonetically transparent (2). Sounding out words in these languages makes sense and is consistent in most cases.
However, English is derived from so many different languages with different letter-to-sound relationships that English is not phonetically transparent (3).
Only about 20% of English words can be "sounded out" with a single letter to sound correlation. Up to 50% can be sounded out if complex rules are considered (4). But the rules are many and confusing. The remaining words have to be memorized because they cannot be sounded out. And as you will see below, reading requires a student to memorize the name of each word in order to read fluently. Consider the following examples:
There are 26 letters in the alphabet. However, there are 18 additional sounds or phonemes, each with multiple possible spellings or codes. For example, there are six different possible spellings or codes for the long “a” sound. 1. /a/ as in agent, 2. /a-e/ as in cake, 3. /ai/ as in train, 4. /ay/ as in day, 5. /ei/ as in reindeer, and 6. /ey/ as in grey. If a student is asked to sound out any word with the long "a" sound, there are many different ways it could be spelled, so they must learn the multiple codes and guess until they have memorized the correct spelling for each word. There are several hundred different ways to spell the 44 sounds.
There are ten different ways to pronounce the “ough” code: 1: enough (uff), 2. plough (ow), 3. through (ew or oo), 4. though (rhymes with go), 5. thought (rhymes with spot), 6. thorough (oh), 7. cough (off), 8. hiccough (up), 9. hough (ock), and 10. louch (loch). No rules could possibly help students figure out how to "sound out" these words. They just have to memorize the correct pronunciation by word.
An often-used phonics rule states: When two vowels go walking, the first one does the talking. Unfortunately, that rule is incorrect about 60% of the time. It does not work for words such as: good, about, earth, bear, noise, author, and friend (5).
One might think that the "ea" combination (code) would be easy to sound out. Since it contains two vowels, students are taught that the first one does the talking as noted in the above example. However, this particular code has many different sounds as noted in the example below. (http://readingkingdom.com)
Languages such as Italian and Spanish have a very high correlation between single letters and sounds. They are considered phonetically transparent (2). Sounding out words in these languages makes sense and is consistent in most cases.
However, English is derived from so many different languages with different letter-to-sound relationships that English is not phonetically transparent (3).
Only about 20% of English words can be "sounded out" with a single letter to sound correlation. Up to 50% can be sounded out if complex rules are considered (4). But the rules are many and confusing. The remaining words have to be memorized because they cannot be sounded out. And as you will see below, reading requires a student to memorize the name of each word in order to read fluently. Consider the following examples:
There are 26 letters in the alphabet. However, there are 18 additional sounds or phonemes, each with multiple possible spellings or codes. For example, there are six different possible spellings or codes for the long “a” sound. 1. /a/ as in agent, 2. /a-e/ as in cake, 3. /ai/ as in train, 4. /ay/ as in day, 5. /ei/ as in reindeer, and 6. /ey/ as in grey. If a student is asked to sound out any word with the long "a" sound, there are many different ways it could be spelled, so they must learn the multiple codes and guess until they have memorized the correct spelling for each word. There are several hundred different ways to spell the 44 sounds.
There are ten different ways to pronounce the “ough” code: 1: enough (uff), 2. plough (ow), 3. through (ew or oo), 4. though (rhymes with go), 5. thought (rhymes with spot), 6. thorough (oh), 7. cough (off), 8. hiccough (up), 9. hough (ock), and 10. louch (loch). No rules could possibly help students figure out how to "sound out" these words. They just have to memorize the correct pronunciation by word.
An often-used phonics rule states: When two vowels go walking, the first one does the talking. Unfortunately, that rule is incorrect about 60% of the time. It does not work for words such as: good, about, earth, bear, noise, author, and friend (5).
One might think that the "ea" combination (code) would be easy to sound out. Since it contains two vowels, students are taught that the first one does the talking as noted in the above example. However, this particular code has many different sounds as noted in the example below. (http://readingkingdom.com)
2. Reading fluently requires visual recognition of whole words
Assuming you are a fluent reader, please read a sentence or two on this page and contemplate the nature of what really took place.
You likely did not "sound out" any words or consciously apply any rules of phonics if you read fluently.
Reading fluently with comprehension involved the following major systems in your brain:
Phonology is foundational to building reading skills, but it is not sufficient alone to empower a student to become a fluent reader with comprehension. Fluent reading with comprehension requires building additional skills that strongly rely upon visual processing, pattern recognition, memory, naming, sequencing, syntax, and meaning. Fluent reading with comprehension requires automatic word recognition linked to meaning.
Based upon the long-standing national scores, it is evident that the current system is not sufficient for most students.
However, we are not advocating traditional whole language instruction as an alternative. That system is not sufficient alone either. But, it is important to realize that fluent reading requires the recognition, naming, and meaning of whole words. The question is how best to develop the full skill set that empowers fluent reading with comprehension.
Assuming you are a fluent reader, please read a sentence or two on this page and contemplate the nature of what really took place.
You likely did not "sound out" any words or consciously apply any rules of phonics if you read fluently.
Reading fluently with comprehension involved the following major systems in your brain:
- You visually saw the information through your visual optical system and the sensory input was transferred to the proper place in the brain for processing.
- You attended (paid attention) to the process so that the process could be accomplished. You were not distracted and were able to complete the task.
- The information was recognized as text and was run through your pattern recognition system. You recognized each pattern as a word from memory.
- Each word pattern was run through your naming system to identify the name associated with each word.
- Each word was then associated with the proper sound and meaning in your memory.
- You retained the meaning of each word in working memory until you determined the overall meaning of the text you read from your perspective and background knowledge.
- You decided what meaning from the text to store in long-term memory for recall later as part of your background knowledge.
- You did not rely upon the "sounding out" capability in your brain unless you encountered a new word. Then you would use the capability as needed and appropriate to help build the name of the new word and its meaning in your visual and auditory memory. Because most words cannot be sounded out, most people must rely upon another source to ensure they understand the proper way to say the new word and then commit that name of the whole word to auditory memory.
Phonology is foundational to building reading skills, but it is not sufficient alone to empower a student to become a fluent reader with comprehension. Fluent reading with comprehension requires building additional skills that strongly rely upon visual processing, pattern recognition, memory, naming, sequencing, syntax, and meaning. Fluent reading with comprehension requires automatic word recognition linked to meaning.
Based upon the long-standing national scores, it is evident that the current system is not sufficient for most students.
However, we are not advocating traditional whole language instruction as an alternative. That system is not sufficient alone either. But, it is important to realize that fluent reading requires the recognition, naming, and meaning of whole words. The question is how best to develop the full skill set that empowers fluent reading with comprehension.
3. Transition Gap from phonics to reading comprehension
Phonics-based instruction and testing is the dominant instructional model in grades K-2.
Interestingly, scores for phonics tests in grade K-2 have risen significantly with so much emphasis on phonics content. However, state tests starting in 3rd grade do not test phonics content. Rather they test reading comprehension.
Most phonics-based curriculum that claims to be evidence based is using phonics testing as their evidence, as opposed to using reading comprehension scores to test efficacy. There is little published data to show that phonics instruction alone leads to early reading fluency with effective reading comprehension (6).
Reading comprehension scores in 3rd grade are typically much lower than phonics test results in grades K-2 (7). Phonics test results are not necessarily a good indicator for reading comprehension success because reading comprehension requires many additional skills beyond phonics content.
Students who acquire these additional skills do well on reading comprehension tests starting in 3rd grade. Those who do not acquire these additional skills do not test well on reading comprehension tests.
Most phonics-based curricula do not adequately develop the additional skills required for reading comprehension. Students who succeed often develop these skills at home or through more comprehensive support programs either in school or after school.
Studies have shown that students who are read to aloud at home and engage in the proper discourse with family often learn to read better and faster (8). In fact, many of these students will enter school already reading or very close to being able to read. Other studies have shown that schools which adopt a proper immersion program in grades K-2 to catch up students who are behind help students to acquire the additional skills needed to become proficient readers by 3rd grade (9).
Phonics-based instruction and testing is the dominant instructional model in grades K-2.
Interestingly, scores for phonics tests in grade K-2 have risen significantly with so much emphasis on phonics content. However, state tests starting in 3rd grade do not test phonics content. Rather they test reading comprehension.
Most phonics-based curriculum that claims to be evidence based is using phonics testing as their evidence, as opposed to using reading comprehension scores to test efficacy. There is little published data to show that phonics instruction alone leads to early reading fluency with effective reading comprehension (6).
Reading comprehension scores in 3rd grade are typically much lower than phonics test results in grades K-2 (7). Phonics test results are not necessarily a good indicator for reading comprehension success because reading comprehension requires many additional skills beyond phonics content.
Students who acquire these additional skills do well on reading comprehension tests starting in 3rd grade. Those who do not acquire these additional skills do not test well on reading comprehension tests.
Most phonics-based curricula do not adequately develop the additional skills required for reading comprehension. Students who succeed often develop these skills at home or through more comprehensive support programs either in school or after school.
Studies have shown that students who are read to aloud at home and engage in the proper discourse with family often learn to read better and faster (8). In fact, many of these students will enter school already reading or very close to being able to read. Other studies have shown that schools which adopt a proper immersion program in grades K-2 to catch up students who are behind help students to acquire the additional skills needed to become proficient readers by 3rd grade (9).
4. Mixed up letters
There is an interesting puzzle that has circulated for some time which challenges conventional wisdom about how we read and the role of phonics in the act of reading. People react to it differently. Many phonics advocates dismiss it, but the reality presented cannot be ignored. The information below shows two paragraphs where the letters in words are mixed up. The beginning and last letter are correct for each word, but the letters in between are mixed up. Yet most people who read fluently can actually read this mixed up presentation of text. See for yourself.
The following quote comes from a blog created by a literacy writer named Mem Fox from Australia.
And if phonics is so important, so fundamental, so essential—as so many claim—and so crucial to our ability to make meaning from text, how come we can read the following with ease?
Aoccdrnig to rscheearch at an Elingsh uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is that the frist and lsat ltteers are in the rghit pclae: the rset can be a toatl mses but you can still raed it wouthit a porbelm. This is bcuseae we don’t raed ervey lteter but the word as a wlohe.
So, hey, waht does this say abuot the improtnace of phnoics in raeidng? Prorbalby that phonics ins’t very imoptrnat at all. How apcoltapyic is that, in the cuerrnt licetary wars!
Mem Fox, https://memfox.com/for-parents/for-parents-the-folly-of-jolly-old-phonics/
If you are able to read the “mixed-up” paragraph above, it clearly shows that you are relying upon the visual memory of the whole word and not the sounding-out principles of phonics in order to read.
There is an interesting puzzle that has circulated for some time which challenges conventional wisdom about how we read and the role of phonics in the act of reading. People react to it differently. Many phonics advocates dismiss it, but the reality presented cannot be ignored. The information below shows two paragraphs where the letters in words are mixed up. The beginning and last letter are correct for each word, but the letters in between are mixed up. Yet most people who read fluently can actually read this mixed up presentation of text. See for yourself.
The following quote comes from a blog created by a literacy writer named Mem Fox from Australia.
And if phonics is so important, so fundamental, so essential—as so many claim—and so crucial to our ability to make meaning from text, how come we can read the following with ease?
Aoccdrnig to rscheearch at an Elingsh uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is that the frist and lsat ltteers are in the rghit pclae: the rset can be a toatl mses but you can still raed it wouthit a porbelm. This is bcuseae we don’t raed ervey lteter but the word as a wlohe.
So, hey, waht does this say abuot the improtnace of phnoics in raeidng? Prorbalby that phonics ins’t very imoptrnat at all. How apcoltapyic is that, in the cuerrnt licetary wars!
Mem Fox, https://memfox.com/for-parents/for-parents-the-folly-of-jolly-old-phonics/
If you are able to read the “mixed-up” paragraph above, it clearly shows that you are relying upon the visual memory of the whole word and not the sounding-out principles of phonics in order to read.
5. Non-content words
Non-content words represent a relatively small percentage of all words, yet are used extensively to create the structure of text (10). They often represent over 50% of words in a given text. They are also often referred to as function words. They stitch the content words into the proper grammatical structure. Examples of function words include in, the, to, there, was, do, under, and a. Function words include auxiliary verbs, prepositions, articles, conjunctions, and pronouns.
Non-content words usually are difficult, if not impossible, to sound out. So, they are often referred to as sight words. Because they have no content meaning, their importance is often minimized. They are often taught out of context through rote memorization, often with the use of flash cards. This usually does not teach the proper meaning which impedes comprehension.
Teaching non-content words properly with a focus on meaning is critical to developing comprehension skills. Non-content words provide hidden clues on meaning and pronunciation. Consider the following example.
The farmer uses equipment to produce the produce.
In the first case, the non-content word “to” signified what follows is a verb. In the second case, the non-content word “the” signified what follows is a noun.
Non-content words represent a relatively small percentage of all words, yet are used extensively to create the structure of text (10). They often represent over 50% of words in a given text. They are also often referred to as function words. They stitch the content words into the proper grammatical structure. Examples of function words include in, the, to, there, was, do, under, and a. Function words include auxiliary verbs, prepositions, articles, conjunctions, and pronouns.
Non-content words usually are difficult, if not impossible, to sound out. So, they are often referred to as sight words. Because they have no content meaning, their importance is often minimized. They are often taught out of context through rote memorization, often with the use of flash cards. This usually does not teach the proper meaning which impedes comprehension.
Teaching non-content words properly with a focus on meaning is critical to developing comprehension skills. Non-content words provide hidden clues on meaning and pronunciation. Consider the following example.
The farmer uses equipment to produce the produce.
In the first case, the non-content word “to” signified what follows is a verb. In the second case, the non-content word “the” signified what follows is a noun.
6. Sequencing
Visual sequence in nature is often not critical. If you see a deer and two fawns, it usually does not matter in what order they appear. You would still say I see a deer and two fawns, and the meaning would be clear. If you see a lion in nature, it would not matter if you see it from the left side or the right side. Mirror images of objects usually does not matter as you recognize the item either way. Left side vs. right side does not matter in most cases. What matters is that you recognize the lion no matter way they are facing (11).
However, in text order does matter. There is a difference between a "b" letter and "d" letter even thought they are mirror images. The difference must be learned.
It is important to read from left to right and not jump around in the sentence when reading. It is also important to decode a word from left to right. In the following three words, they all have the same letters, but letter order creates a different word. (now / won / own)
Most students pick this concept up naturally, but many do not. It requires explicit instruction to address and must be systematically evaluated. Most traditional programs do not address this key element of reading adequately.
Visual sequence in nature is often not critical. If you see a deer and two fawns, it usually does not matter in what order they appear. You would still say I see a deer and two fawns, and the meaning would be clear. If you see a lion in nature, it would not matter if you see it from the left side or the right side. Mirror images of objects usually does not matter as you recognize the item either way. Left side vs. right side does not matter in most cases. What matters is that you recognize the lion no matter way they are facing (11).
However, in text order does matter. There is a difference between a "b" letter and "d" letter even thought they are mirror images. The difference must be learned.
It is important to read from left to right and not jump around in the sentence when reading. It is also important to decode a word from left to right. In the following three words, they all have the same letters, but letter order creates a different word. (now / won / own)
Most students pick this concept up naturally, but many do not. It requires explicit instruction to address and must be systematically evaluated. Most traditional programs do not address this key element of reading adequately.
7. Dyslexia
Dyslexia is a term that is often used to represent that a student has difficulty with reading properly. The word itself does not necessarily identify the underlying cause of the difficulty. Some students reverse letters or words, others do not but still have difficulty reading properly.
Several studies have shown differences in brain development and neural network activation between good readers and struggling readers using fMRI scans (12). Some researchers claim that 20% or greater of students have dyslexia. According to some researchers, the symptoms of dyslexia are similar for students who have a true brain dysfunction and students who have experienced inadequate instruction (13).
We believe that most students who have difficulty with reading, and who may or may not be diagnosed as having dyslexia, can benefit from the proper training to ensure development of the full set of skills that empower reading success. Closing the Skill Gap can help most students.
Dyslexia is a term that is often used to represent that a student has difficulty with reading properly. The word itself does not necessarily identify the underlying cause of the difficulty. Some students reverse letters or words, others do not but still have difficulty reading properly.
Several studies have shown differences in brain development and neural network activation between good readers and struggling readers using fMRI scans (12). Some researchers claim that 20% or greater of students have dyslexia. According to some researchers, the symptoms of dyslexia are similar for students who have a true brain dysfunction and students who have experienced inadequate instruction (13).
We believe that most students who have difficulty with reading, and who may or may not be diagnosed as having dyslexia, can benefit from the proper training to ensure development of the full set of skills that empower reading success. Closing the Skill Gap can help most students.
8. Comprehension
The ultimate goal of reading instruction is fluency with comprehension. Reading without comprehension isn't very helpful. The current system teaches and tests phonics concepts in grades K-2 and tests word recognition by testing how quickly a student can read X number of words in a passage. These tests are often called reading tests but they are not necessarily testing reading comprehension.
There is currently a significant drop-off in proficiency scores from grades K-2 and grades 3 and above. This is because the tests in grade 3 and above focus on comprehension. This suggests that there is a need to focus more on teaching comprehension skills in 2nd and 3rd grade so students are better prepared to pass comprehension tests.
Because so many words cannot be sounded out properly, early phonics-instruction focuses on teaching a limited set of words that can be sounded out to reinforce the principles and rules of phonics. This limits the development of background knowledge and vocabulary in grades K-2.
Vocabulary and sight words are often taught by using word lists and boring repetition drills. More emphasis needs to be placed on teaching a broader vocabulary base earlier and engaging in discussion and exploring more interesting stories to develop a stronger background of knowledge.
The ultimate goal of reading instruction is fluency with comprehension. Reading without comprehension isn't very helpful. The current system teaches and tests phonics concepts in grades K-2 and tests word recognition by testing how quickly a student can read X number of words in a passage. These tests are often called reading tests but they are not necessarily testing reading comprehension.
There is currently a significant drop-off in proficiency scores from grades K-2 and grades 3 and above. This is because the tests in grade 3 and above focus on comprehension. This suggests that there is a need to focus more on teaching comprehension skills in 2nd and 3rd grade so students are better prepared to pass comprehension tests.
Because so many words cannot be sounded out properly, early phonics-instruction focuses on teaching a limited set of words that can be sounded out to reinforce the principles and rules of phonics. This limits the development of background knowledge and vocabulary in grades K-2.
Vocabulary and sight words are often taught by using word lists and boring repetition drills. More emphasis needs to be placed on teaching a broader vocabulary base earlier and engaging in discussion and exploring more interesting stories to develop a stronger background of knowledge.
9. The Skills of Reading Success
Fluent reading with comprehension requires the development of many skills, including 1) learned knowledge, 2) cognitive processing skills, and 3) mindset skills. A student's life situation impacts the development of all three types of skills.
Learned knowledge for reading includes print awareness, oral language, an understanding of how oral language relates to print through letters and words, content vocabulary, non-content words, syntax, the role of sequence, and rapid naming of words.
Cognitive processing skills empower all of the functions that the brain manages. Cognitive processing enables thinking, planning, memory, driving, running, playing sports, and learning. There are 70 individual cognitive processing skills that have been identified by scientists but the key groups include 1) attention, 2) memory, 3) processing speed, 4) visual processing, 5) auditory processing, and 6) logic and reasoning. Memory includes working memory, short and long-term memory, auditory memory and visual memory.
Mindset skills include many related skills that define self awareness and self belief in who you are and what you can accomplish. If a student does not believe they can succeed, for whatever reasons, that alone can impact how well they can do in school. If a student does not have sufficient self regulation and becomes a discipline problem in school, that can impact learning.
Students who struggle with reading, and perhaps learning in general, enter school deficient in one or more foundational skills and most do not catch up--The Skill Gap.
Fluent reading with comprehension requires the development of many skills, including 1) learned knowledge, 2) cognitive processing skills, and 3) mindset skills. A student's life situation impacts the development of all three types of skills.
Learned knowledge for reading includes print awareness, oral language, an understanding of how oral language relates to print through letters and words, content vocabulary, non-content words, syntax, the role of sequence, and rapid naming of words.
Cognitive processing skills empower all of the functions that the brain manages. Cognitive processing enables thinking, planning, memory, driving, running, playing sports, and learning. There are 70 individual cognitive processing skills that have been identified by scientists but the key groups include 1) attention, 2) memory, 3) processing speed, 4) visual processing, 5) auditory processing, and 6) logic and reasoning. Memory includes working memory, short and long-term memory, auditory memory and visual memory.
Mindset skills include many related skills that define self awareness and self belief in who you are and what you can accomplish. If a student does not believe they can succeed, for whatever reasons, that alone can impact how well they can do in school. If a student does not have sufficient self regulation and becomes a discipline problem in school, that can impact learning.
Students who struggle with reading, and perhaps learning in general, enter school deficient in one or more foundational skills and most do not catch up--The Skill Gap.
Notes
- Phonics-based instruction has been the primary model from the beginning of the United States. This model has a strong history of success in other European languages that are phonetically transparent so it was assumed to be appropriate to teach English also. However, there have been phases when whole-language curriculum was promoted primarily because people saw that phonics-based instruction was not sufficient for most students. However, whole language instruction did not address the need either. The two sides debated the merits of either method and this debate is often referred to as the "Reading Wars". Several notable books were written about the problem, including a Nation At Risk (1983) and Why Johnny Can't Read (1986). The National Reading Panel was empowered in 1997 to investigate the issue in depth and issued their report in 2000. This report indicated that phonics-based instruction was superior to whole language and a new round of emphasis began using phonics-based instruction and it remains the dominant instruction model to this day. It is important to note that the data only showed phonics-based instruction to be slightly better than whole language, but it did not say that phonics-based instruction would necessarily succeed for all students.
- https://en.m.wikipedia.org/wiki/Orthographic_depth
- https://en.wikipedia.org/wiki/Foreign_language_influences_in_English
- http://readingkingdom.com/files/Reading_Kingdom_Curriculum.pdf, go to page 83 for a complete explanation and references.
- https://blog.allaboutlearningpress.com/when-two-vowels-go-walking/
- Achieve 3000 and their early reading program Smarty Ants are considered one of the top phonics-based reading programs. They claim to be evidence based. However, that evidence was only based upon phonics tests, not reading fluency. The What Works Clearing House under the Institute for Educational Sciences, which is under the US Department of Education issued a report stating that the program had no effect on improving early reading fluency. https://files.eric.ed.gov/fulltext/ED581246.pdf
- Phonics-based test results in grades K-2 generally are not published or publicly available. Through work with two school districts under contract, we learned that about half of students who are considered at grade level in grades K-2 based upon standard phonics-type tests do not pass the state 3rd grade reading test, at least in these two districts. This included several thousand students so it was a large sample.
- http://www.trelease-on-reading.com/, https://memfox.com/
- Original information on the immersion, catch-up, concept came from the Kennewick School District in Washington State. A book was written on the study entitled "Annual Growth for all Students, Catch-up Growth for those who are behind", Fielding, Kerr, Rosier, 2007. Subsequently, we have worked with an elementary school in Colorado Springs called Soaring Eagles Elementary. They are a Title 1 school that has won many awards and has been recognized by the state of Colorado as a leading school. They have scored above state average consistently for over 10 years and they attribute their success to the immersion, or catch-up, model.
- We first learned of the importance of non-content or sight words from Dr. Marion Blank, https://www.drmarionblank.com/, https://www.readingkingdom.com/. Do an internet search to find additional information.
- Dr. Blank is also emphatic about the importance of sequencing. Please see references in note 10.
- See the works of Jack M. Fletcher, Ph.D. from the Department of Psychology University of Houston and Stanislas Dehaene.
-