Mixed Messages on How to Teach Reading

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Everyone agrees that the early years of reading instruction are critical. But there are still vigorous debates among practitioners about how exactly to teach children to read—and new data confirm that preservice teachers are often told competing information.
Decades of research have shown that teaching explicit, systematic phonics is the most reliable way to make sure that young students learn how to read words. Yet an Education Week analysis of nationally representative survey results found that professors who teach early-reading courses are introducing the work of researchers and authors whose findings and theories often conflict with one another, including some that may not be aligned with the greater body of scientific research.
For example, nearly the same number of professors say they introduce the work of Louisa Moats as the ones who cite Gay Su Pinnell. But the two are in different camps on reading instruction. Moats advocates for systematic, explicit phonics instruction, while Pinnell and her frequent collaborator Irene Fountas have written curriculum that includes some phonics instruction, but also encourages students to guess unfamiliar words based on context.
“It really reflects two very different approaches to teaching reading,” said Susan B. Neuman, a professor in early childhood education and literacy development at New York University’s school of education. “Do I think that preservice people are getting a mixed message? I think very definitely they are.”
Education Week’s survey of about 530 professors who teach early-reading courses found that 57 percent of professors ascribe to what’s known as a balanced literacy philosophy. Just 22 percent said their philosophy of teaching early reading centered on explicit, systematic phonics with comprehension as a separate focus.
Proponents say balanced literacy combines explicit instruction, guided practice, and independent reading and writing. But critics say that within balanced literacy, phonics is often included on an ad-hoc basis rather than systematically.
And exposure to researchers and authors in preservice often ends up influencing the content and instruction teachers use when they have a classroom of their own, Neuman said.
“They often use name recognition,” she said. “They’ve heard about Fountas and Pinnell, and as a result, they’re likely to grab onto it.”
It’s worth noting that just 65 percent of professors said they alone select the books, articles, and materials used for their early-reading courses. Nearly a fifth of professors adapt and supplement selections from their university or program, and 11 percent said the university makes the sole selections.