Renewed Buzz on the Science of Reading

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Any teacher that has been in a primary classroom for some years knows that reading protocols change often. Too often, people make decisions that our curriculum needs improvement. And our teaching methods must change. And typically, it is people who do not teach young children to read that make those decisions! Right now, there are many arguing for the Science of Reading. Have you heard the buzz?

Teach using Guided Reading! No, you must use a Balanced Literacy Approach. Absolutely not! But, the Science of Reading is the way! Currently, a new war rages on whether Guided Reading, Balanced Literacy or Science of Reading is the best teaching method to get our students reading.  However, this battle is NOT new. So why is there a Renewed Buzz on the Science of Reading over the other two options?  And more importantly, what does it mean for our students? Well, we looked into the Buzz, and I think you’ll be surprised by the assessment.

Definitions First –

Guided Reading –

Guided reading is reading instruction that involves a teacher working with a small group of students. The students selected for the small groups read similar levels of texts. The teacher assigns books that students can comfortably read with above 90 percent accuracy. But, students will need to implement some problem-solving strategies for unknown words within the text. Put leveled readers in their hands, and they will learn to read. Document their progress and guide your next steps by incorporating running records with their leveled readers.

Balanced Literacy –

Balanced literacy is about balancing daily language instruction with some independent word work. It tries to create a balance between both whole language and phonics. A balanced literacy instruction consists of five daily activities: reading aloud, guided reading, shared reading, independent reading, and word study. Put books in their hands, sprinkle some phonics and phonemic awareness in your schedule, practice regularly, and do literacy stations! Boom, you have readers!

Science of Reading –

The term “science of reading” refers to over 20 years of research experts have compiled and examined. This research leads to scientific, research-based information on how children learn to read.

Based on the research, students need explicit instruction in the BIG 5 of reading: Phonological Awareness, phonics, fluency, vocabulary, and reading comprehension. Teachers MUST build all five into their teaching with a specific and planned focus on phonics.

But, the Science of Reading is NOT just phonics. Emphasizing working memory, comprehension skills, and auditory processing are all part of instruction with the Science of Reading approach.

Offer explicit, systematic instruction into your reading, emphasizing the Big 5. Be planful and group those kiddos by skill deficits. Make it about engaging lessons on decoding. Teach them these skills, and they will learn reading. 

About the Buzz on Science of Reading –

SOR is not designed to be a curriculum or even a component of the curriculum. All kids will have different needs, and teachers need to adjust to those needs. The consensus by many related disciplines states SOR is the way kids learn to read. The research tells us what in the brain isn’t working when students don’t learn. Therefore SOR fans believe they, and they alone, know what instruction will work best.

Supporters call for appropriate instructional materials in all classrooms, proper staff training occurs for all staff in implementing SOR,  and teachers have skill-based groups instead of leveled book-based groups at their reading times. At least 50% of the reading instruction time becomes devoted to decoding, building vocabulary, and building comprehension. 

Why the Buzz on Science of Reading Now? –

Is this just another push from non-educators, or is there something to this Buzz? Researchers have found that too many teachers fail to teach phonics systematically. They believe teaching phonics on the fly is not helping our students to read. And because of this lack of a systematic approach to phonics and decoding, up to 65% of Fourth Graders are not reading at grade level. 

Balanced Literacy and Guided Reading do teach some children to read very effectively. But, they are not working for all students. Explicit phonics instruction will help all students, according to the research.

Why do they emphasize the Big 5? –

  • Phonemic Awareness — There are 44 different speech sounds in the English language that students must learn to be successful readers. ETTC has some buzz of their own and will soon be launching their Sound Wall! Reserve your Sound Wall Cards today! (We’ve even added teaching slides, independent practice worksheets, and center activities.)

  • Alphabetic Principle and Print concepts — Kids need to know the basic parts of the book, that written language goes left to right, and all of the letters of the alphabet and those letters represent sounds.
  • Phonics and Word Recognition — Putting the letters we recognize in print to the sounds we know to read words. Beginning readers apply decoding skills to become fluent readers of texts.

    • Fluency — Students put everything together to read words, sentences, and books with appropriate speed, tone, and prosody (intonations and expressiveness).
    • Phonics — Should be taught systematically, explicitly, and cumulatively for 30-45 minutes per day. It is how the Alphabetic Principle works step by step. Teachers present the information. Then, teachers lead practice exercises. During the reading block, students have opportunities to do hands-on practice. All of these activities build up to direct use in reading and spelling. Teachers should switch it up routinely to keep it fun and engaging. Why? Because engaged students retain better. 
  • Vocabulary — Students need to have an expansive vocabulary in both oral and written language.

Is There a Need for This Buzz? –

My short answer: NO! Many articles assume that most educators are not doing anything and everything to get their students reading. Teachers teach with limited budgets, Administration directives on curriculum, COVID,  and chaos in the classrooms! Throw everything at us, and we will still resolve to teach our students to read. 

But is there a need to remind us of the essential keys to teaching reading? Absolutely! Some teachers use various methods to teach their students to read and find what works for them and most students. Many students CAN learn to read through Guided Reading and Balanced Literacy. Many teachers already know the importance of phonics and decoding.  They systematically incorporate phonics and phonemic awareness into their teachings whether the districts have given them the appropriate curriculum. We, teachers, are resourceful!

But for those students that aren’t learning to read with Guided Reading or those teachers that don’t dedicate enough phonics and phonemic awareness to their reading blocks, follow the research. Listen to the BUZZ!  Increase your Awareness. At Education to the Core, we support all of our teachers by supplying the best resources and informative blogs on Guided Reading, Balanced Literacy, and the Science of Reading! Why? Because like you, we want all students reading!

WRITTEN BY – SUZANNE KELLEY

At Education to the Core, we exist to help our teachers build a stronger classroom as they connect with our community to find trusted, state-of-the-art resources designed by teachers for teachers. We aspire to be the world’s leading & most trusted community for educational resources for teachers. We improve the lives of every teacher and learner with the most comprehensive, reliable, and inclusive educational resources.

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Welcome! I’m Emily, Founder of Education to the Core. We are all about helping K-2 teachers by providing unlimited access to affordable printables for every subject area.