The concept now called balanced literacy arose in the 1990s as a compromise between the two prevailing camps of reading instruction: phonics and what is known as whole language. But a whopping 68 percent said they subscribe to an approach to reading instruction called balanced literacy. In an Education Week survey of early reading instruction published in January 2020, only 22 percent of kindergarten, first and second grade teachers said they believed phonics should be taught explicitly and systematically. The best results happen when teachers use a set phonics curriculum, typically 25 minutes a day, instead of making up their own phonics lessons as they deem necessary. Unfortunately, a bit of phonics on the fly isn’t terribly effective. Related: Three lessons from data on children’s reading habits The best argument for phonics is that no one is harmed by it and a large subset of students is helped by receiving explicit phonics instruction from kindergarten through second grade. However, a minority of students won’t learn to read without phonics and many students would read significantly worse without phonics.
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Indeed, many kids figure out how to read on their own before reading instruction even begins at school.
“The fact is that most kids can learn to read with little or no phonics,” Shanahan said. READ MORE: What do parents need to know about this research? How do kids actually learn how to read? Dozens of studies show that students who receive explicit phonics instruction, on average, score higher on reading assessments than students who haven’t been taught through phonics. “Phonics is marginally better,” said Timothy Shanahan, a professor emeritus at the University of Illinois at Chicago and an expert on the research in reading instruction. Yes, but proponents of phonics sometimes overstate how much more effective it is to teach kids the sounds that letters make. As a journalist who regularly covers education research, I wanted to boil down the key points of what we know from the research on reading and answer the big questions that people have been asking me.
I’ve been obsessed with the renewed controversy over how to teach reading, consuming research and talking to scholars and educators. The debate has elicited passions, vindication for proponents of phonics and distress for defenders of a so-called “balanced” approach to reading instruction. My news organization, The Hechinger Report, recognized the importance of Hanford’s reporting and immediately republished a print version of the story. The reading wars are back, reignited by radio journalist Emily Hanford of APM Reports, who in 2018 began arguing that too many schools are ignoring the science of reading and failing to teach phonics. Credit: Terrell Clark for The Hechinger Report Kids who read more tend to score higher on reading assessments but research hasn’t been particularly supportive of using classroom time for unstructured, independent reading. A child reads a book at an elementary school in Mississippi.
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