We are journalists from EdSource and we want to answer questions on what parents and teachers need to know to help kids learn to read

Submitted by EdSourceToday t3_1197rql in IAmA

California and the rest of the nation is facing a literacy crisis in which children across the country are struggling to learn to read at grade level by third grade.

Here at EdSource, California's largest nonprofit newsroom specifically focused on education journalism, we spent the past year chronicling California's Reading Dilemma and the national debate over how to teach reading.

We recently held a roundtable discussion on what parents and teachers can do to help their children and students learn how to read by third grade.

EdSource journalists John Fensterwald and Karen D'Souza are here to answer your questions about the philosophical tug-of-war between teaching philosophies and the role teachers and parents can play in helping kids to learn how to read.

Proof: Here's my proof!

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IronMntn t1_j9kx6lp wrote

As a parent, what is the #1 thing I can do at home, outside the classroom, to help my first grader improve her reading?

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EdSourceToday OP t1_j9kyb3a wrote

Outside the classroom, reading with your kiddo is the gold standard. Help them sound words out but also talk about the content, word definitions and what they like or dislike about the story. Children love storytelling.

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BillC318 t1_j9l1229 wrote

In order to help children with reading, engage them in rhyming activities. This will help them identify phonemes and the sounds that make up spoken words - a critical first step in reading!

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Tight-laced t1_j9liu8u wrote

There are so many games to play too.

Eye spy - using colours initially, then starting sounds, then letters

Rhyming games - see who can make the longest rhyming silly sentence.

Hangman - once they're starting to write, this will teach the spellings, as well as have them think about what they want to create.

I pick a word, and give her an "imaginary coin" every time she sees that word. Things like Bus or Stop, Road, Exit. Words she'll see around.

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EdSourceToday OP t1_j9kxklp wrote

Reading to children is key to creating a love of literature but experts say it doesn’t suffice for many children to learn to read. They need reading fundamentals, like phonics.

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BillC318 t1_j9l1rj7 wrote

Students need to progress from being able to clearly hear the 44 phonemes. Then relate these phonemes to graphemes - written words. Then fluency is critical - being able to read with automaticity. Of course comprehension and vocabulary must be ongoing as well.

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EdSourceToday OP t1_j9kxbtm wrote

The following words and terms come up frequently during any discussion of this topic.
Phonics instruction teaches the relationships between the letters of written language and the sounds of spoken language, correlating sounds with letters to sound out the word on the page.
Phonemic awareness is the ability to detect, identify and manipulate phonemes, a distinct unit of sound, in spoken words. It is one component of phonological awareness, an umbrella term that includes the awareness of the larger parts of spoken language, such as words and syllables, as well as smaller parts such as phonemes.
Balanced literacy, a variation of the whole-language approach that emphasizes exploring literature organically but includes the explicit instruction of phonics in small doses.
Science of reading is a vast, interdisciplinary body of scientifically based research about reading that includes the five fundamental pillars: phonics (connecting letters to sounds,) phonemic awareness (identifying distinct units of sound,) fluency, vocabulary and comprehension.
Decoding means translating a printed word to speech and identifying unfamiliar words by sounding them out. This is a foundation of phonics instruction.
Three-cueing uses context such as pictures and syntax to guess the meaning of words that a student is stumbling on. It is urged primarily in balanced literacy and has become a focus of controversy.
Structured literacy emphasizes the highly explicit and systematic teaching of all important components of literacy including foundational skills (phonics, spelling) and higher-level literacy skills (reading comprehension). The origins of this phonics-based approach go back to the 1920s, when Samuel T. Orton and Anna Gillingham created a program that was systematic, explicit and highly structured, known as the Orton-Gillingham method, to reach struggling readers.

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Opening_Resort_25 t1_j9or45x wrote

Why is three-cueing controversial?

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themeatbridge t1_j9pjab9 wrote

The short version is that it doesn't actually help kids learn to read. In fact, it teaches them not to read, and try to use other clues to guess what a word might be. Look at the picture, look at the sentence, and think about what word would fit in that space. The trouble with that strategy is that there are usually many words that fit any given spot in a sentence, and focusing on the cues distracts from the word itself.

As a part of a strategy, it's not terrible if a kid looks at the picture for help, but as a standalone strategy, it's counterproductive. It's been debunked for like 40 years.

But selling educational books is a massive business that isn't run by scientists or educators. Between the politics, corruption, and general indifference, it was never profitable to change the approach. So kids have been taught not to read for 40 years.

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slightlyobtrusivemom t1_j9p1bi9 wrote

See here: https://features.apmreports.org/sold-a-story/

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KJ6BWB t1_j9pevt5 wrote

I don't have time to listen to a podcast. Is there a website I can read?

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akaghi t1_j9piggy wrote

It's basically "look at the sentence", "look at the picture", and "look at the first letter" and then guess what the word might be. Sometimes they will even block a word out entirely and have kids guess what the word might be based on context.

It's not effective, as you can imagine.

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slightlyobtrusivemom t1_j9qpr5a wrote

You can download a transcript from the site I posted.

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IronMntn t1_j9kzuyn wrote

How much does what you're reading at home with kids matter? When my younger brother was learning to read, he only wanted to read Star Wars books, and my parents were just not onboard with that until a teacher told them "it's not what kids read, it's that kids read." Do most experts agree that's true and that the content is not as relevant as the fact kids are reading?

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EdSourceToday OP t1_j9l0q4m wrote

Letting kids read what they choose to read is key to building enthusiasm. But parents can read to their children as well, at all ages, so that they are exposed to literature that might be too challenging for them but will expose them to more sophisticated fare. Read alouds should continue long beyond the child learning to read, many experts advise.

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CA_education_nut t1_j9l3nfa wrote

I've always thought the bonds we build while snuggling with a kid and going over a book together, whether they are reading it or you are, is as important the literacy learning they got out of it.

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PDGAreject t1_j9op9tc wrote

> Letting kids read what they choose to read is key to building enthusiasm

Yes, but I've read Make Way for Ducklings two times a day for the past 3 months... XD

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EdSourceToday OP t1_j9l0xj7 wrote

That’s a great way to build background knowledge, which is crucial to prospering in school as texts grow more complex and abstract.

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Plusran t1_j9nbyq4 wrote

I’m not OP but I struggled to learn to read. One day I found Ramona Quimy and instead of reading one chapter I read three, because I liked it!

Read to them, anything is better than nothing, but if you read about topics they like they’ll be self-driven and that’s golden.

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BillC318 t1_j9l2y9b wrote

Should we be investigating how the colleges of education prepare their students to teach reading? It is my understanding that about 1/2 of colleges of education nationwide teach science-based reading curriculum, pedagogy, and approaches to assessments!

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EdSourceToday OP t1_j9l3gbc wrote

The Commission on Teacher Credentialing adopted standards based on SOR last fall. All schools giving credentialing must start teaching using them in the fall of 2024. Will CTC monitor and threaten if they don't? I am sure you have thoughts about that ...

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No-Idea-2748 t1_j9l2l35 wrote

What will it take to get Governor Newsom to ban the use of balanced literacy like the gov of Ohio has just done. Why is the teachers union often fighting what is best for the students? How long before Universities train teachers in science of reading so school districts don't have to and students can learn. If teachers were not taught this in there schools how can they teach it.?

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EdSourceToday OP t1_j9l3azm wrote

There seems to be little appetite in California for mandating SOR, although many other states are doing so. Teacher training is at the core of the issue. Many teachers are learning the science of reading on their own time and on their own dime because they feel they have not been well served by their training programs.

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Gazebo_Placebo t1_j9o8n3c wrote

My wife was an intervention specialist and hearing her breakdown this exact issue as a constant roadblock in her ability to get old school Gen Ed teachers to move away from whole word instruction is baffling.

Even in her masters coursework right now she’s running into instructors that are ignorant of the SOR.

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EdSourceToday OP t1_j9l8euc wrote

While the SOR approach is ascendant, now there are many educators who remain true believers in balanced literacy, particularly followers of Lucy Calkins and the Units of Study.

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No-Idea-2748 t1_j9ljxxz wrote

Why are there still Lucy Calkins followers when Lucy herself back peddled on her own program Balanced Literacy in NY Times article. The public needs to push for more SOR.. it works. Literacy is a human right and so many are not proficient. No more Lucy Calkins it harms students and wastes their time. Those who can't read proficiently by end of 3rd are 4x more likely to drop out and never become proficient.

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BillC318 t1_j9ldeff wrote

Sad state of affairs that reflect very poor leadership in my view

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Togapr33 t1_j9kwz83 wrote

Is there a strong correlation to literacy and parents reading to their children early on?

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Follow up.... do iPhones improve or make the literacy situation worse?

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EdSourceToday OP t1_j9kydmp wrote

There’s a lot of compelling evidence that suggests screen time is correlated with lower academic outcomes. Also newer research suggests that the brain has trouble focusing as deeply while reading on a screen. This is also true for adults.

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BillC318 t1_j9l53g9 wrote

Where and how can parents find out whether their children are on track to be good readers? How can they get valid and reliable assessment results for phonemic awareness, phonics, fluency, comprehension, and vocabulary? Informed parents want to know!

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EdSourceToday OP t1_j9l78zi wrote

Schools do their own assessments of early literacy. Ask your teacher. But many parents simply assess at home by listening to their child read and going with your gut. Are they looking for clues in the picture? Do they understand what they are reading? You know your child better than anyone.

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BillC318 t1_j9lcwvk wrote

We need these assessments for accountability purposes as well as individual student diagnostic purposes as well.

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No-Idea-2748 t1_j9lr13l wrote

Bill you can also go to a reading interventionist and have you child tested. This will come out of your pocket but often the school district has a conflict of interest because if they assess an issue they are obliged to support it. Get an independent assessment and they will walk you through areas of strength and weakness.

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BillC318 t1_j9ly83f wrote

Great idea. Parents also need to see regular monitoring data too!

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BillC318 t1_j9l01iz wrote

How can we ensure that state and school district leaders implement the science of reading well? And don’t just give it lip service and a 2 hour professional development session?

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EdSourceToday OP t1_j9l1kkc wrote

In California, there is a list of approved curriculums, but it is outdated and tied to the Common Core standards, not whether it is based on the science of reading. Districts can choose whatever they want.

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EdSourceToday OP t1_j9l1wem wrote

As I mentioned, the state is agnostic on curriculums. However, Gov. Newsom has proposed $ 1 million for a "Literacy Roadmap" to guide teachers and the school board. The bill expanding on it specifically mentions the science of reading and the five key elements of sound reading instruction. This will move the state closer to taking a clear and concise position on effective instruction. It will not be a mandate, however. We'll see what it looks like a year from now.

You can read our literacy coverage here: https://edsource.org/2022/californias-reading-dilemma/672845

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BillC318 t1_j9lht46 wrote

Good to see the governor engaged in the issue as the moribund state education leadership is totally lost in a fog! If you know what I mean. Maybe it involves kickbacks from publishers. It wouldn’t be the first time!.

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BillC318 t1_j9lix8k wrote

I read all of your well done coverage!

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Fluffy_Inflation_138 t1_j9kyp69 wrote

What do I do if my child's teacher is not providing much phonics instruction?

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EdSourceToday OP t1_j9kz6ry wrote

>What do I do if my child's teacher is not providing much phonics instruction?

Many parents seek a tutor outside school or take it on themselves as a way to buttress what the child learns at school. Look on YouTube for the Purple Crayon challenge for a good example of this.

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EdSourceToday OP t1_j9kzwd7 wrote

Also, go to the principal, then the school board to ask how the school is doing on its reading assessments and how much phonics is emphasized in the curriculum

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ChopperLinc t1_j9nliwc wrote

One of the greatest honors of my role as a parent so far has been teaching each of my four children to read. They were all highly proficient by the time they were four or five. I used a book called, How to Teach Your Child to Read in 100 Easy Lessons. It’s a bit old school, but miraculous in its results, and is explicit in its instructions for parents to be effective.

Do not cede the responsibility of teaching your child to read to a teacher. It is an absolute certainty that they won’t do as good a job as you.

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Insurance-Limp t1_j9n9dhx wrote

Not sure how old your child is, but my school district is using a program called “Reading Horizons”. The company even has YouTube videos of all their lessons online for free. It teaches phonics, decoding, CVC, all that good stuff. I would suggest you doing the videos and lessons with your child. I think parent involvement is the key, just the mere fact that you’re concerned and want to do something about it is the first, right, step!

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BillC318 t1_j9l20t1 wrote

Get a different teacher asap! Pay for tutoring. Do it yourself!

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BillC318 t1_j9lirf4 wrote

Get a different teachers. Sign up for a reading tutor. Teach the reading yourself.

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Ok-Feedback5604 t1_j9l3zdl wrote

How can we inspire or motivate new gen towards book reading rather than mobile?

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EdSourceToday OP t1_j9l5jey wrote

>Where and how can parents find out whether their children are on track to be good readers? How can they get valid and reliable assessment results for phonemic awareness, phonics, fluency, comprehension, and vocabulary? Informed parents want to know!

That’s tough in an increasingly online world where there is certainly lots of computer time in the classroom. But many families are holding the line at home, limiting screen time and delaying introduction of phones and Ipads until the child is already an avid reader. The wait until 12 movement is a prime example of this.

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EdSourceToday OP t1_j9l5u1b wrote

And fund the book that captures kids' own special interests. Show how it's much more interesting than they can get on mobile.

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EdSourceToday OP t1_j9l661o wrote

Also model the behavior you wish to see. Parents have to put down their own devices or they undermine their own message.

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BillC318 t1_j9l2k4q wrote

Can you spend a little time in explaining the 5 essential elements that constitute the 5 essential elements of reading: phonemic awareness, phonics, fluency, comprehension, and vocabulary?

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TylerJWhit t1_j9mc61e wrote

I have tried and failed to find substantial research as to what books are good at what ages for children. I have a one year old and will soon have another. Any advice? Most of the books I see are just ads by sites just pushing for clicks and referral revenue.

There are a lot of studies indicating that the mere presence of plenty of books in the home contribute to increased reading abilities and interest in reading. Any advice regarding the migration to e-readers?

There was a study by Pew Research indicating that interest in reading starts to taper off at 9. Any recommendations to help prevent that?

There was another study done showing that parents stop reading to kids once their kids start to learn to read on their own. Are there substantial benefits regarding continuing the practice after the kid learns to read on their own?

Are you aware of other organizations similar to Dolly Parton's Imagination Library (For those who have kids, I highly recommend).

EDIT: Also recommend the Open Dyslexic Font https://opendyslexic.org/ for those struggling or know someone struggling with Dyslexia.

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BillC318 t1_j9l3zxk wrote

How can we advocate for regular assessments of phonemic awareness, phonics, fluency, comprehension, and vocabulary using valid and reliable assessments? We need to know whether our children are on track to being able to read in the early grades - certainly before grade 3!

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EdSourceToday OP t1_j9l535m wrote

Following the money must be done locally. That's where the decisions are made, not at the state level.

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EdSourceToday OP t1_j9l4u3v wrote

While many reading advocates would urge the state to take a leadership role in championing the SOR, there are others who believe that local control should always come first.

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No-Idea-2748 t1_j9lp5va wrote

Local control is hit and miss. Our vulnerable students deserve to learn how to read by end of third. We need leaders because it is not happening on local level. All students have a right to a free and appropriate education but 60% are not getting that if you include reading as part of an education.

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CA_education_nut t1_j9kwvrt wrote

Can you explain the difference between "balanced literacy" and the "science of reading"?

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BillC318 t1_j9l0nfr wrote

The National Reading Panel recommended approaches to reading that were evidence-based. They included phonemic awareness, phonics, fluency, comprehension, and vocabulary. Balanced Reading is based on a failed theory of action that reading can be acquired through repeated exposure to text similar to oral language. Reading must be explicitly taught and is not acquired through exposure. Hope this helps.

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SpaceElevatorMusic t1_j9kybjn wrote

Hey, and thanks for this AMA.

How long-standing are these problems (as opposed to being a consequence of pandemic-related learning loss)?

From a policymaker’s perspective, what top-down policy solutions to the literacy crisis have the most evidence behind their efficacy?

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EdSourceToday OP t1_j9l03yo wrote

Low reading scores predate the pandemic and have been accentuated by it. Scores dropped nationwide in 2022 compared to 2019. On the 2022 National Assessment of Educational Progress, 31% of CA students at or above proficient in 4th grade reading

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BillC318 t1_j9lheiz wrote

The Science of Reading was handed to educators on a silver platter over 20 years ago. Since then we have sown almost 50 million illiterate 4th graders! Beyond imagination! No?

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EdSourceToday OP t1_j9kza4d wrote

The literacy crisis is a long-standing problem that just escalated during the pandemic. Reading scores are lower than ever now but it has also drawn attention to a problem that was too long ignored.

States with comprehensive literacy plans generally have common components. But implementation is critical, not just what the Legislature adopts.
· They require the state to oversee or monitor literacy efforts. California does not
· They include providing common standards for teacher preparation programs (Califrnia adopted these in the fall and higher ed programs offering teaching credentials must begin using them in the fall of 2024 as defined by Senate Bill AB 488 (Sen. Rubio);
· They require/incentivize professional development of classroom teachers; California does not to any great extent. Districts can use their own funding;
· They hire or set requirements for literacy coaches. California does not yet do so, although it is funding literacy coaches for about 300-plus of the state’s lowest-income schools

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MrMrsSalon t1_j9kzipf wrote

any thoughts on how arts integration dovetails with literacy (there's Merryl Goldberg's 2004 book detailing the SUAVE program), how prop 28 funds might impact literacy learning, and how non-educators can use the arts to assist with language learning?

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EdSourceToday OP t1_j9l07zs wrote

>How much does what you're reading at home with kids matter? When my younger brother was learning to read, he only wanted to read Star Wars books, and my parents were just not onboard with that until a teacher told them "it's not what kids read, it's that kids read." Do most experts agree that's true and that the content is not as relevant as the fact kids are reading?

There’s absolutely a compelling case to be made for the arts as a way to teach literacy, the joy of reading, the love of language. There’s also a lot of research suggesting the connection between learning music and boosted spatial reasoning, a pillar of math.

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BillC318 t1_j9lxqfy wrote

No real research support for the integration of art into improving literacy. Stick with the research!

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BillC318 t1_j9l3cok wrote

What role should Tony Thurmond and Linda Darling Hammond play in advancing the science of reading in our state?

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No-Idea-2748 t1_j9lkycp wrote

They are in leadership positions and it is so sad to see them not taking a stand on something so important to our most vulnerable students who can't afford tutors or private school or have a learning difference. We can have 95% proficiency if we do universal testing, science of reading and timely interventions for all who need. If we had a proactive approach there would be 70% less students in special ed which cost districts 4x more. We need a proactive approach and no cueing system, guessing at words aka balanced literacy.

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EdSourceToday OP t1_j9l8kc9 wrote

Unfortunately, we're out of time for today. Thank you so much for your questions. Check out our California literacy coverage here.

Plus, we recently held a roundtable discussion on what parents and teachers can do to help their children and students learn how to read by third grade. Watch here.

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BillC318 t1_j9ld0il wrote

Thank you for your efforts!

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EdSourceToday OP t1_j9lgpud wrote

Thanks for joining the conversation. We had fun during our first Reddit AMA.

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BillC318 t1_j9lg13u wrote

I think we have to be careful about framing the best approaches to teaching reading as philosophical. The best ways to teach reading are based on science and evidence. It is not a philosophic proposition. Doctors don’t consider the use of antibiotics to treat bacterial disease as a philosophic dialectic! No?

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BillC318 t1_j9kz2ck wrote

Hello! Are you answering questions about the science of reading?

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EdSourceToday OP t1_j9kzpok wrote

Reading in the Brain is a great book on the neurology behind the science of reading.

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EdSourceToday OP t1_j9kze50 wrote

>Hello! Are you answering questions about the science of reading?

Yes, what is your question?

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BillC318 t1_j9kzn78 wrote

K-12 Education is in a world of hurt when it fails to adopt reading curriculum, practices, and assessment that are clearly supported by research! No?

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BillC318 t1_j9l3n27 wrote

How do we insure that curriculum and instructional approaches that align with the science of reading do not get thrown on the ash heap of so many failed educational initiatives due to failed implementation?

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BillC318 t1_j9l754a wrote

I have calculated that almost 50 million 4th graders are illiterate over 20 years as measured by the National Assessment of Educational Progress (NAEP). Are we going to hold educators responsible for this travesty or just move on?

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No-Idea-2748 t1_j9lrrh4 wrote

Sadly we keep on moving on . This literacy gap is responsible for the school to prison pipeline. If you can't read proficiently by end of 3rd a student is 4x likely to drop out of high school and never read fluently. Over 80% of justice involved youth are illiterate. Sadly for some this is the first time they get assessed is in Federal jail because there is a law to test for dyslexia.. (trouble with words). I think the change will come when the public demands it. Low literacy affects communities, not just students and parents.

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Mimopotatoe t1_j9lwcbr wrote

How would you respond to an administrator who tells language arts teachers that listening to audio books is reading?

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sweetcar0 t1_j9mnbvd wrote

What remedial skills do you find are most helpful for teaching kids with developmental delays to read?

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Indy_Anna t1_j9o9w14 wrote

At what age should a child begin to be able to read? I'm sure it is variable, but I'm wondering if my child is on track. He's 3 and knows his ABCs (as in the song), we are working on being able to identify letters, and we read multiple books to him everyday.

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Tibur0n58 t1_j9obc6f wrote

As a parent I see 80% of our one-time funding and all of our COLA being utilized for teacher salaries. What is the best way to advocate getting this money to give to direct intervention and specialized aids rather than lining the teachers pockets?

As much as the CTA blindly makes you believe it, higher teacher salaries are not resulting in higher level of education for kids as evident in our reading and comprehension benchmarks and in CA school dashboards.

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hchannel t1_j9oq826 wrote

Which is more important: teaching kids how to read, or fostering their love for reading by helping them choose books?

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BillC318 t1_j9l37b3 wrote

What role does money play in how governance and school districts select and use reading curriculum in our state? Always follow the money?

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SoundlessScream t1_j9ni55w wrote

Has anybody ever mentioned the person on the left looks like walter white?

PS. I know a kid that has a hard time reading stuff he sees, like usernames people have chosen in video games. I wonder if it's education or dyslexia maybe.

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BillC318 t1_j9l4qtl wrote

Could it be that the K-12 education is woefully incapable of seriously adopting science-based approaches to reading due to its corrupt political structure and toxic culture of self over service and loyalty over competence?

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EdSourceToday OP t1_j9l7g9z wrote

You touched on a valid issue. Teachers who think SOR too will pass 1) need to see the evidence that it works; 2) receive continued funding for training like LETRS from the state. California simply has not invested money in early literacy and early numeracy instruction and coaching. It's hard work that needs more support than teachers have received.

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EdSourceToday OP t1_j9l62gp wrote

I think you have an answer to your own question. I have more hope than you.

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EdSourceToday OP t1_j9l6rjp wrote

I find it very hopeful that there is such a huge grassroots movement out there trying to solve the literacy crisis, one classroom at a time, parents and teachers inspired to seek their own solutions.

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BillC318 t1_j9l4dgw wrote

Am I asking too many questions?

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