Revamping Reading: U.S. Schools Shift to Phonics Amid Lagging Student Proficiency

According to the recent National Assessment of Educational Progress, only about one-third of elementary school students in the U.S. are currently reading at their expected grade level. In response to these concerning statistics, many schools across the nation are reevaluating and revamping their approaches to teaching reading to children.

Shifting Teaching Methods

One notable example is found in a first-grade classroom in Brooklyn, New York, where educator Jessica Cohen is implementing a new strategy that focuses on systematically teaching the specific rules and principles that underpin the English language. This marks a significant departure from traditional methods, where students were simply encouraged to spend time with books in the belief that they would organically figure out how to read for themselves.

"It represented a major change in my teaching methodology and in my understanding of how children acquire reading skills," Cohen remarked, highlighting the profound impact that these new practices have had on her approach to literacy instruction.

The Science of Reading Movement

The resurgence of explicit reading instruction aligns with a broader grassroots movement known as the Science of Reading. This movement advocates for the adoption of a structured approach to reading instruction, with a strong emphasis on phonics — the study of the relationship between letters and their corresponding sounds. Driven by concerned parents who felt that the traditional reading instruction was leaving their children at a disadvantage, the Science of Reading movement is rapidly gaining traction and has influenced changes in how reading is taught in classrooms nationwide.

As a testament to its growing influence, legislation or regulations requiring schools to adopt the Science of Reading approach have been enacted in 39 states and Washington, D.C. This shift typically entails the introduction of new reading materials and an emphasis on teacher training that prioritizes phonics instruction.

One prominent advocate of this approach is Samuel Jones, who is overseeing the implementation of New York City's new reading program. Initiated partially last year, the program will be implemented in all classrooms this fall. Pointing out the inadequacy of the previous methods, Jones highlighted the concerning statistic that 51% of students were not achieving proficiency in reading, underscoring the urgency of the shift toward the Science of Reading approach.

Challenges of Transition

As schools across the nation increasingly adopt the new methods, older practices, such as using picture cues to guess words, are being gradually phased out in favor of a more direct focus on letter patterns. Research suggests that this shift is yielding positive outcomes, albeit modestly. A recent study conducted by Stanford University indicated that two years of exposure to the new approach corresponded to an additional three months of reading progress.

However, implementing these changes is not without its challenges, and educators are grappling with striking the right balance in their application. As Jones aptly noted, teaching reading encompasses much more than just phonics, raising concerns that an overemphasis on phonics could lead to a reductive and incomplete understanding of the reading process.

The largest school system in the nation, New York City, is currently navigating this delicate balance, with test results from its reading program eagerly anticipated to evaluate its effectiveness.

The renewed focus on structured, explicit reading instruction in response to the alarming reading proficiency rates highlights the ongoing evolution of literacy education in the United States. While the shift towards the Science of Reading approach offers promise for improving reading outcomes, educators face the challenge of implementing these changes thoughtfully and comprehensively to ensure that all students receive the literacy instruction they need to succeed.