CalMatters
By Carolyn Jones, Calmatters
A new Assembly bill introduced today would require all California schools to teach students to read using the “science of reading,” a phonics-based approach that research shows is a more effective way to teach literacy.
The bill, introduced by Assemblywoman Blanca Rubio, a Democrat from Baldwin Park, is backed by Marshall Tuck, who ran for California superintendent of public instruction in 2018. Tuck, formerly head of a charter school network, is now the chief executive officer of EdVoice, an education policy organization.
Many schools in California have already transitioned to the science of reading approach, but some are still using a method known as balanced literacy or whole language, which emphasizes sight recognition of words in addition to phonics. The battle over the best way to teach children to read has been heated, because the stakes are so high: strong literacy skills are linked to higher graduation rates, better employment opportunities, the chances of being incarcerated and the state’s overall economy.
Although research is clear that phonics is a more effective approach to literacy, the so-called “reading wars” are far from over. Advocates for English learners have sometimes been reluctant to embrace phonics — which focuses on sounding out words, rather than sight memorization — because it may not take into account English learners’ unique language needs and skills. For example, they might need more help with comprehension and spoken English, rather than phonics.
Martha Hernandez, executive director of Californians Together, an English learner advocacy group, had no immediate comment on the bill because she hadn’t seen it yet.
Teachers unions also have a history of opposing legislation that requires specific teaching methods, particularly related to literacy. Teachers, they have argued, should have the freedom to use whatever approaches work best with their students. The California Teachers Association, the state’s largest teachers union, did not immediately respond to a request for a comment.
The bill would include training for teachers and those in teacher preparation programs, as well as special attention to English learners.
The bill is necessary, advocates said, because of California’s dismal literacy rate. Only 43% of California third graders were reading at grade level last year, according to the most recent Smarter Balanced test results. Low-income students and Black and Latino students had particularly low scores.
Even after the state invested billions in helping students rebound from remote learning, English language arts scores dropped slightly last year. Prior to the pandemic, just over half of California students were at grade level for English language arts.
This article was originally published by CalMatters.
Coastwatch: This is not about parents don’t read enough to their kids or parents who don’t spend time with their “offspring” as you put it. Please stop blaming parents or students. It is the system that has failed to use the evidenced based approach for all students. Parents with socioeconomic hardship care a great deal about their children and count on the public schools to use the best approach which at long last many are switching to. I invite you to listen to the podcast”Sold a Story” by Emily Hanford , an investigative reporter . Here’s a link: https://features.apmreports.org/sold-a-story/ Emily breaks down all the science behind low reading proficiency. You may find it enlightening. Reading is not natural like speaking surprisingly.
The “science of reading ” is an approach to reading that includes 5 foundational skills that are taught explicitly and sequentially. The skills are phonics, phonemic awareness, comprehension, vocabulary and fluency. This approach has several different ways to go about it depending on the student. The method most schools were using , as well as SBUSD until recently, was called whole language or “balanced literacy” which does use some phonics but basically was based on a “cueing” system which is guessing at a word from context or images. It is missing 4 foundational skills The balanced literacy approach was deeply flawed but heavily supported by publishers and all teachers programs used it to teach teachers. This approach is why we have low reading scores across our country.
Also coastwatch about 20% of students have dyslexia which is a neurological difference in the brain that makes connecting sounds to letters and auditory processing more challenging. Students whose primary language is not english also struggle with the whole language approach and make up 40% of the students who are not reading at grade level. Both of these groups thrive when taught in an explicit
sequencial manner with a science of reading also called structured literacy approach. Sorry for the length but hope it makes sense and makes you more empathetic to parents, teachers and students.
This will be wonderful for struggling readers which in SBUSD is close to 60%. The best part is it also helps pay for teacher training. Wonderful news.
Dang, since when did it get so complex to teach kids to read?
Since words were written.
Nope Sac, you’re wrong. It’s not that hard to learn to read if you go to school every day and your teacher has a tried and true game plan, as opposed to the latest, newest reading strategy the District wants to come up with. The problem is the District is flailing.
BASIC – I’m not wrong at all.
What a tone deaf and ignorant comment. You’re seriously saying no one has trouble learning to read if they “go to school every day” and their teacher is good at teaching kids to read? Have you ever heard of learning disabilities? Kids whose native language is not English? Any of the other myriad of things that make learning to read difficult for millions of kids?
There’s only one person here who is actually, verifiably, demonstrably, “wrong” on this. Dust off that mirror from last time…..
So are you also a credentialed teacher? A professor of education? A reading specialist?
Amazing, how many licenses do you hold?
It’s far cheaper to just vote in a new district or whoever he thinks the elected officials are that can change things, than to actually address and help a real problem.
Blaming teachers (so you don’t have to pay them more) or parents (don’t need to pay them at all) or just “the district” in general is the typical con solution. We don’t need “fancy” programs that cost our blessed, precious tax dollars, just vote in someone else and don’t ditch school LOL
None of the above.
Because there are “parents” who don’t “Parent” their children (off spring) by reading to them, spending time preparing them for school or life in general. Sad, but true.
“(off spring)?” What’s your point there?
He’s just pointing out that he finds English difficult.
Since we discovered that not all students learn the same way, and since we decided to care about all students, which is still a work in progress.
Progress which is constantly hindered or out right halted by a particular group of voters.
I have worked in many classrooms all levels. It is very true that all children learn at different levels. And then having too many children in one classroom, some who don’t speak English very well, and some who need extra help and some of them misbehave and some that are advanced it’s hard for any teacher to give the attention to everybody. I have found that those that are worked with at home are much more advanced. My cousin is a teacher in Chicago and they are having a very very difficult time now because they are getting hundreds of children from every country in the world put into their schools , we have not started with the influx of immigrants yet here in Santa Barbara so I hope that the unified school district is going to take mine that they will probably get children speaking all languages. I feel very sorry for not only the teachers but the children. in one school we had local Grandparents parents with extra time and they would come in and they would work with children and that was very helpful. I don’t think education could be put solely on teachers anymore. It was very amazing to me how many children in high school could not read.
Early 90’s my son entered kindergarten. I met with his teacher at open house. She gave me an overview of how the year would go, including the Whole Language approach to reading. Although the books were engaging, would encourage children to read, I saw the basic flaw and was thankful I’d though him phonics. My brother used to sit and read his golden books. Although it appeared he was reading, he was simply parroting what had been read to him, cued by the pictures on the page. Sounds like Whole Language.
Children were not proficient in reading. The state superintendent criticized the schools. Whole language was intended to be included into the curriculum but was no to replace phonics. A coworker had to hire a tutor, which she couldn’t afford, for her son because he couldn’t read. Like my brother, he was parroting the words based on the picture. She suspected as much and pointed to individual words.
He couldn’t read. I’m appalled that 30 years later this is still an issue. Teaching reading is the job they are paid to do. They need to finally get it together, do it, or find another job they are qualified to do.
Look at ‘em go! The basic problem is that the District with all their money has lost their way. But one or two will keep barking at the wrong tree. They can’t help it.
Look at who? You still can’t seem to reply here correctly.
I’ll ask again though, since you like to say things and then run away: Are you seriously saying no one has trouble learning to read if they “go to school every day” and their teacher is good at teaching kids to read? Have you ever heard of learning disabilities?
Lovesballot has it correct, as I’ve said. The District’s whole approach to teaching kids reading is failing. It’s literally that simple. They’re not teaching well.