Learning to read

Everyone learns differently, and if you're lucky, when you were learning to read you had phonics. Some people have a good eye and a tin ear. Others an outstanding memory. Some will never enjoy reading no matter what method is used--it will be only utilitarian. Theories of reading have been changing for 200 years. Since I had both Dick and Jane (see and say, or repeat the words until you know them) and phonics exercises (my first grade teacher recently died at about 103 and she was a killer for phonics, punctuation and spelling), I had a good blend. Here's Jeanne Chall's summary from Learning to read (1967, rev. 1983) as reported by Dr. Diane Ravitch.

Chall said that there are two primary approaches to teaching reading: one stresses the importance of breaking the code of language; and the other stresses the meaning of language. Phonics programs had a code emphasis, and look-say programs had a meaning emphasis. The research, Chall said, unequivocally supported the use of a code emphasis for beginning readers—and she stressed “beginning readers.”

She found that the first step in learning to read in one’s native language is essentially learning a printed code for the speech we possess. The code emphasis was especially important for children of lower socioeconomic status, she said, because they were not likely to live in homes surrounded with books or with adults who could help them learn to read. Knowing the names of the letters and the sounds of the letters before learning to read, Chall said, helps children in the beginning stages regardless of which method is used. She concluded that for a beginning reader, knowledge of letters and sounds had even more influence on their reading achievement than the child’s tested IQ did.

Her report was followed by an even more interesting one about the differences in achievement of black students living and attending public school in Fairfax County (wealthy DC suburb) and those in Richmond, VA. In Richmond schools that were 99% black were outperforming the black students in schools that were 99% white. Apparently the Richmond administration had decided to stop blaming poverty and the parents for the students' poor showing and decided it was their job to teach, and to use the best methods to do that (there's not a lengthy discussion of phonics, but it was included).

Read the entire discussion here.