The new “science of reading” movement, explained
Navigating the multitude of articles on improving children’s reading skills can be overwhelming for parents seeking effective solutions. The reality is that while schools play a role in developing reading abilities, they cannot work alone in this endeavor.
To begin, let’s delve into what The Science of Reading evaluates: phonemic awareness, phonics, vocabulary, fluency, and comprehension. While these components collectively contribute to understanding text, it’s essential to grasp each one individually.
Moving forward, I’ll address various reading strategies. In some states, certain strategies may be absent from school curricula due to legal restrictions. As I mentioned earlier, legal considerations are influencing education. On this platform, we don’t restrict access to diverse thoughts and research-backed ideas. Access to comprehensive research empowers you to make the best decisions for your child’s education.
Following that, I’ll explore the nuances of applying reading skills. If your child encounters difficulties, it’s perfectly acceptable to engage with their teacher. Discuss the strategies employed in the classroom and communicate openly about what might not be effective for your child. Reading instruction involves nuances, and unfortunately, children aren’t grouped based on their individual reading styles. Initiating a dialogue with the teacher can provide valuable insights into tailoring instruction to better meet your child’s needs.
Reading Strategies explained
| Reading Instruction Strategy name | Examples |
| Context-based strategies | Meaning that you do not understand exactly what the text is saying but you use context clues and other things you recognize to make meaning. |
| Three Cueing- | People use three ways to understand words: by meaning (semantic), by grammar and structure (syntactic), and by looking at how words are written (grapho-phonic). For example, if something doesn’t make sense, you can think about what word could fit there. Unfortunately, some politicians in various US states have forbidden this teaching method. Teachers have relied on this strategy for a long time. |
| Phonics instruction | Break the word “cat” into its three letters: C, A, and T. Say the sound for each letter: /k/ for C, /æ/ for A, and /t/ for T. Put these sounds together to say the word “cat.” |
| Whole language approach | In a whole language learning approach, students engage with language in various ways beyond just reading. For example, they write, listen, and perform. The classroom incorporates a wide range of activities such as poetry, prose, riddles, word games, idioms, quotations, proverbs, readers’ theatre, drama, and explores the history of words. This diverse approach aims to develop a holistic understanding and use of language. |
| Balanced literacy | Balanced literacy comprises read-aloud, shared reading, guided reading, independent reading, and word study. These components are seamlessly integrated into writing lessons, fostering a holistic approach to literacy education. The approach emphasizes both reading and writing skills in a connected and balanced manner. |
| Brain-focused reading strategies | Engaging in phonics activates the left brain, aiding early readers by involving visual and language areas. Taking notes supports better concentration, memory, and critical thinking. Setting a purpose for reading helps maintain focus, especially for those who tend to rush. Reading builds vocabulary and communication skills, making it a valuable tool for language development. Creating a quiet reading space and utilizing online programs are additional strategies to enhance the overall reading experience. |
Nuances
All academics acknowledge that being a proficient reader involves a combination of various skills, environmental factors, IQ, experiences, and psychological processes. Reading is a complex activity where effective readers employ a range of strategies, sometimes experimenting with different approaches on the same word or sentence to enhance comprehension.
When it comes to second language learners, they tend to read English similarly to their native language. Language learning and processing typically engage the left side of the brain, known for its logical and analytical capabilities. However, a recent study examining brain information flow during the comprehension of intelligible speech in English and Mandarin Chinese revealed unique neural dynamics between the left and right hemispheres in Chinese speech comprehension. (Jianquao)
Given that second language learners constantly activate multiple languages in their brains, processing them simultaneously, lower reading scores are not necessarily indicative of school failure but rather a natural aspect of language acquisition. I recommend that parents of multilingual children explore this article, which sheds light on how the brains of multilingual individuals function differently compared to monolinguals and bilinguals. Multilingual people exhibit distinct memory retrieval and storage patterns.
Conflicting Processes
Reading abilities can be influenced by various factors such as environment, nutrition, trauma, technology addiction, and low self-esteem. These elements can contribute to daily fluctuations in a child’s reading skills. Unlike subjects like science or math, reading skills are interconnected and crucial for success in other courses.
Research also indicates that individuals with speech impediments, mental health challenges, pregnant teens, and those engaging in bullying may face unique challenges with reading. It’s essential to evaluate each child as an individual, a task that the educational system may struggle to keep up with.
For a deeper understanding of potential obstacles hindering your child’s reading development, consider consulting one of our reading specialists. Additionally, explore my other articles on the brain and learning for more insights.
Articles and Research to Consider:
‘The Power of Language’: 5 ways multilingual brains work differently | Euronews
Occipital Lobe: Function, Location & Conditions
Jianqiao Ge, Gang Peng, Bingjiang Lyu, Jia-Hong GaoEdited by Robert Desimone, Massachusetts Institute of Technology, Cambridge, MA, and approved January 22, 2015 (received for review August 21, 2014) February 23, 2015 112 (10) 2972-2977 https://doi.org/10.1073/pnas.14160001