• Uncategorized

    The Dyslexia Distraction

    In discussions about reading instruction, a commonly raised point is that students with reading disabilities—particularly dyslexia—suffer disproportionately when deprived of systematic instruction in phonics. In fact, this is virtually impossible to dispute—whereas many students in whole language classrooms do manage to figure out enough of the rules to become reasonably proficient readers, students who cannot make sense out of word/sound relationships have no way of keeping up. And if their difficulties are not noticed in time, or they lack access to competent reading specialists, either through their schools or privately, the consequences can indeed be extremely dire. (The percent of prison inmates with reading disabilities is, for example, astronomical.) I’m saying…

  • Phonics

    Unbalanced Literacy

    (Note: A PDF of this post can be downloaded here. Over the last year or so, an education reporter named Emily Hanford has published a series of exceedingly important articles about the state of phonics instruction (or rather the lack thereof) in American schools. The most in-depth piece appeared on the American Public Media project website, but what are effectively condensed versions of it have also run on NPR and the NY Times op-ed page. If you have any interest in how reading gets taught, I highly recommend taking the time for the full-length piece in APM: it’s eye-opening and fairly disquieting. While it reiterates a number of important findings regarding the importance of…