WASHINGTON – “Beat!” Mirror Smith called while alphabetically slamming in front of the kindergarten students at Garrison Elementary School.
The “BUH! Ih! Tuh!” Class responded by uniting, making Karate Chop Motion to conform to the sound of each letter. In a 10-minute lesson, students cut out a string of words and spell it correctly:
Top. “Tuh! Ah! Puh!”
Wiggle “WUH! Ih! Guh!”
Shipwreck “Shuh! Ih! Puh!”
Mrs. Smith’s sound-out practices may seem like a common sense way of teaching reading. But over the decades, many teachers have taken a different approach, confirming that it is more important than ever to drill into the positive words of students like Dr. Seuss and Maya Angelou.
Holding student performance and New relevant researchHowever, some academics have requested reconsideration at ABCs of instruction. Their efforts became so urgent after showing national test scores last year that only a third of American students were proficient in study, widening the gap between good readers and bad ones.
Now, a minority of members of this speech, as they call “the science of reading”, gather on social media to avoid “casualties of the curriculum” – to avoid being traumatized – students who haven’t been taught to read effectively, and who still continue to fight adolescence, treatment forms, Not able to understand news stories or to-do lists.
For these academics, the Bible is a body of research produced by linguists, psychologists, and cognitive scientists. Their findings have forced some states and school districts to make major changes in how teachers are trained and taught to students.
The “science of reading” stands in contrast to the “balanced literacy” theory Many teachers were open to the school of education. This theory holds that students apply to a wide range of books that they apply to them, without putting too much emphasis on technologically complex texts or uttering words.
Eye-tracking studies and brain scans now show that the opposite is true, many scientists have reported. They are learning to learn, how they can quickly connect the characters on the page to how we hear each day.
The evidence is as close to the final as we can find in research on complex human behavior, ” Mark Seidenberg wrote, A knowledgeable neurologist and text specialist at the University of Wisconsin in Madison
Phonics has been out of style for decades, and the current conflict over how to teach to read is the latest in a 19th-century tug-of-war. Under President George W. Bush, a major push for the direction of the Phoenix, first through a federal program called Reading First, Did not produce Having broad success, raises the question of whether the current effort can be successful.
Phoenix boosters say they now know more about what works, and that acronyms aren’t the only answer. Aside from the big words, they want to get struggling students to jump in with a more advanced book, so they won’t be stuck in a cycle of low expectations and monotony. Some schools are spending more time for social studies and science, topics that help students build vocabulary and knowledge in ways that can make students stronger readers.
The state has passed the law Need Schools that use reading centers – or even individual-centered curriculum and screen students more aggressively – to read Hold on to them Those who struggle the most. In January, Secretary of Education Betsy DeVos committed fraud He calls colleges colleges for teaching what he describes as “junks science” About reading.
However the educational system is Push back, Apprehensive that there might be many texts like Mrs. Smith – a poorer alternative to guiding a teacher or kid through the narrative story of Ezra Jack Keats reading aloud from a book in the Shell Silverstein poem. They blame inexperienced teachers, school funding disparities, and low student performance for reasons such as lack of time or lack of parents teaching their kids to read at home.
Parents of balanced literacy recognize that there is a place for phonies. However, they rely on their own classroom experience on brain scans or lab tests and say they have many children with reading difficulties without a sound-in-out drill. They find that picking the books they like is valuable to kids, and worries that sending students to more difficult lessons may cause them to stop reading altogether.
Karen K. Wixson, author of A Recent reports Warned that too much acoustics could harm children, called the new push “incredibly, frightening.”
The growing demand for Phoenix
In Mrs. Smith’s classroom in Washington, 3-year-old Madisin Hall-Jones reads a short story to pick an apple that she has written and painted, and vigorously demonstrates her progress.
“It’s not rot,” said Brigham Kiplinger, the school’s principal on the Phoenix-run curriculum. “It’s hilarious.”
Washington is one of only two jurisdictions with Mississippi Increase The average reading score for the National Assessment of National Progress Tests between 2017 and 2019, both of which did this despite the high-poverty student population, and both require more acoustics.
Mr Kiplinger said, “To us, this is an act of social justice.” Most of the students at Garrison Elementary come from low-income families. If parents are concerned about the new curriculum, he invites them to look in the classroom like Mrs. Smith and see the difference.
Parents in downtown St. Louis are looking for similar results. More than a third of third-grade kindergartens in the highly regarded Lindbergh School District tested as a “risk” for dyslexia last spring after a mandatory screening in Missouri. Angry district residents sent a Open letter Demand to the school board in November that the district accept the science of reading.
The district said it added a new phoenix sequence to elementary level grades and re-trained some teachers. But it stands by its wide-ranging balanced signatures, which it says teachers give autonomy to instruct students to relax at all levels.
This is not enough for parents like Diane Dragon. An attorney for three children with dyslexia, Mrs Dragan noted that parents in her area regularly pay thousands of dollars to teach intensive phonics to their children’s private teaching centers.
“The irony to me is that public-school teachers who teach balance-based literacy in the moonlight do science-based tutoring for their children who are unable to read.”
In Mississippi, all potential elementary school teachers now have to pass a test based on lessons, including phonics. The state has sent literacy coaches to struggling schools.
More controversial, It passed a law in 28 that allows third graders to study which they score poorly in the last year’s test; Last year, About 10 percent They were kept in, for For reading difficulties or other reasons.
Some reading experts questioned Mississippi’s recent gains, arguing that holding so many low-scoring third graders, the state stigmatized students and created a higher performing pool of examiners. But Shannon D. Whitehead, principal of McNeill Primary School in Canton, Miss., Supported the state’s decision to be stricter.
His school set up a phonics hierarchy that continued in the fifth grade and began delivering more challenging literature, including Langston Hughes poetry. It arranges tutoring sessions in the morning, after school and on Saturdays for students at risk of failing state exams. The score has been modest improvement.
As painful as it may be to ask a child to repeat their one year, Dr. Whitehead said, “We need to have an accountability system in place to make sure our students are able to compete globally.”
Embrace (something) to hug a curriculum guru
One of the most popular curriculum in the country – which is used in about 20 percent of schools, including the Lindbergh district near St. Louis – was created by Lucy Calkins, a professor at Columbia University Teachers College. He is widely acclaimed for his emphasis on helping students develop a love for reading and writing.
However, her curriculum, which follows the model of equilibrium literacy, is covered Rising fire From critics who say that it spends very little time in the study of acoustics and gives teachers and students more choice about which books to read, so they can avoid more challenging lessons. Earlier this month, public schools in Oakland, California, informed staff members that the city’s N.A.A.C.P. The district will then remove the contents of Professor Calkins from the chapter and guardian staff Claims to use Of “research-proven” techniques.
In an interview, Professor Calkins concluded that he called the feeling of “enmity and mistrust” in reading war camps. He acknowledged that many teachers needed more training on how to teach phonics effectively and said that he was working with the schools in his network to provide this.
But he returned against a key argument from many affirmative activists – that all children in the classroom are receiving repetitive exercises in the letter-sound relationship that readers of war need.
“There is no chance that we want to hold a whole class at the 5 percent pace of dyspepsia,” he said. “Other kids need opportunities for comprehension, writing instruction and analytical thinking.”
Wille Blevins, a phonetic expert who considers himself the epicenter of the battle of reading, acknowledges that Phoenix’s instructions are often poorly implemented. The texts created to help students practice sound-letter combinations can be annoying, even unattractive, he said.
He said elementary school students spend about half of their time reading and writing on pronunciation, he said, using quality materials. If this happens consistently, by the third grade, most students will no longer need explicitly distinct words.
Even some top researchers in the science of reading, including Professor Seidenberg, have acknowledged that studies do not yet point to specific curriculum content that will be most effective in teaching phonics.
“The science you need to know is good,” he said. “Science is not about how to teach it effectively.”
Mrs. Smith, a kindergarten educator in Washington, has taken a new focus on her school’s phoenix, which she says has involved both low-achieving and high-achieving students.
He reads in his classes daily from beloved children’s literature such as Mo Williams’ “Elephant and Piggy” series. However, these are simple phonics texts that have done the most to boost students’ confidence as they are able to read them out loud to their classmates over time.
“They will reach the end of the sentence and see a time period,” he said, “and their faces will shine.”