Tired of the Reading Wars? Become a Conscientious Objector
‘Both-And’
Teaching is both an art and a science. Scientifically-based research studies test teaching techniques to determine which actually achieve the results presumed. Once science has vetted techniques, the art of teaching comes in—developing rapport with students and determining which students would benefit from which instructional technique. Nowhere is the intersection of the art and science of teaching more apparent than in the teaching of reading. This dichotomy is part of the reason educators continue to engage in the reading wars. Whether it is arguing for or against the science of reading, balanced literacy, phonics, whole language, or structured literacy, this debate has been going on in some iteration for years.
One reason this argument continues is the human desire for all-or-nothing thinking. We, as humans and teachers, have a hard time with Both-And. The idea that we can teach both phonics in a structured, systematic way with drills and repetition and, at the same time, develop a love of reading and an ability to comprehend text deeply is no small feat. But by combining the art and science of teaching, we can achieve this goal for more students than we currently have been able to reach. No one can deny the fact that way too many students leave public school unable to read well. Add to that the disproportionate number of students of color in that group, and we see there is a significant problem educators can and must address.
My background allows me to come at this topic from a unique position. Trained as a special education teacher working my entire career in special education at the secondary level, I have also taught the Wilson Reading System, an explicit, systematic phonics-based reading program, to high school students for almost 20 years. In addition, I completed a master’s in literacy degree learning about balanced literacy and the development of early reading skills in elementary-age students. With this diverse experience, I continue to reflect on how to balance the art and science of teaching in my practice. Below are some practical implications in response to the debate over the teaching of reading.
1. All Teachers Are Reading Teachers - Reading is key to all areas of learning. As the saying goes “We learn to read, then read to learn.” This debate and these issues are important for all teachers to be aware of.
2. Individualize - “One size fits all” does not apply to teaching. Be ready to use your skills in differentiation to individualize your materials to a variety of reading levels to meet the needs of all students. Also, be aware some students might need, for example, more time in phonics instruction when others might master phonics quickly and be ready to dig into comprehension strategies. Making use of flexible groupings is an art in itself.
3. Create a Toolbox - Start collecting a variety of research-based techniques, strategies, and materials that cover the teaching of reading. Know the scientific-proven techniques for teaching various reading skills such as phonics, phonological awareness, vocabulary, fluency, and comprehension so you are ready to pull one out of your hat when your gut tells you this student could benefit from something more or different.
4. Make Use of Technology - There are many online programs offering individualized reading practice for independent work and AI sites that can diversify the reading level of materials. Also, read reliable education websites to check what the latest research has to say about your lessons and techniques.
5. Timing Is Everything - In structured, systematic instruction, it is a challenge deciding when a student is ready to be introduced to a new skill. Reflect on the results of quality formative assessments to understand your student’s skill set and decide when they are ready to move on.
6. Admit This Might Be Hard - You might not like to teach phonics. You might think teaching classic literature or doing a read-aloud of the latest YA novel is a more exciting lesson. That is OK. Acknowledge that and then dig into tackling scientifically-researched phonics lessons with the support of more experienced colleagues.