There has been a surge in media coverage of the different views on teaching literacy at primary school level.
Over and over we see literacy commentators reduce the body of research called the science of reading, and the classroom methodologies that derive from the science (called structured literacy) toan argument about phonics, as if phonics alone is all that proponents of structured literacy endorse.
Let me be very clear – none of the proponents of structured literacy and phonics is suggesting that literacy instruction should only be phonic drills and readers with limited interesting content.
Phonics and the use of readers that connect to the phonics being learned are one component of evidence-based instruction. A crucial component, yes, but not the only component.
A structured literacy approach includes explicit, systematic teaching of oral and written language: phonological awareness, phonics, morphology, vocabulary, syntax, and grammar; building automaticity and fluency to enable comprehension and enjoyment of text. This approach leaves no gaps and ensures that reading and writing acquisition is not left to chance.
The schools that ensure all their teachers understand how the brain learns to read and are skilled in evidenced-based practices are turning their literacy rates around.
The Massey University study highlighted in this weekend's "Phonics Revolution" article (Weekend Herald, January 23) shows it, as does the mass of international reading science.
Up to 30 per cent of children will not learn to read well without such an approach that is based on how the brain learns to read. This is why our literacy rates are declining relative to other countries.
Internationally, teachers, parents, schools and governments are changing how they teach literacy, and have been for a while. We need to change too, and fast.
Some schools have already made the change, funding the professional development and resources themselves, and have seen first-hand the remarkable change in literacy achievement in their students.
With the introduction of the new Ready to Read Phonics Plus readers, the Ministry of Education is inching its way forward to bringing reading education into line with this body of knowledge, and this is worthy of congratulations. But the introduction of these books is a watered-down approach, one which continues to delay the urgent and necessary work of a literacy teaching overhaul.
Yes, a change to delivering structured literacy sector-wide will cause discomfort. It will cause significant expenditure. It will require a major change of attitude. It will require courage and a lot of work.
It means, for some in the education sector, confronting the ugly truth that they were not trained to teach in the best way for all learners – that their education was sub-par. A truth that the 30 per cent of children in New Zealand who are unable to learn to read effectively under the current approach know all too well.
We must not get bogged down by the idea that there are different ways of teaching and learning to read, and that there is a war about which way is best, and that a balanced approach is therefore sensible.
Alice Wilson. Photo / Supplied
There is no war. A war would suggest the experts weighing in on opposing sides are of equal standing. But so-called balanced literacy is a pick-and-mix approach that is not evidenced-based.
We ignore the science and cling on to outdated and disproven practice at our peril. It is like sending roots down deeper into parched, nutrient-deficient soil, which will only produce withering literacy rates and all the knock-on negative outcomes that come with those.
In contrast, it is proven that structured literacy enables all children to flourish. It is an approach based on an avalanche of brain science, research and evidence over some 40 years.
What we need to do now is get on with it.
I implore the Ministry of Education to keep going. Be bold and brave and bring about the change that is so desperately needed. Ignore the naysayers and their shoddy evidence and poor results.
Let's get all New Zealand teachers trained in how the brain learns to read, and skilled in using the classroom methodologies that work to teach all children. Our teachers deserve the best information on how to deliver the very best for our children.
• Alice Wilson is the chairwoman of Lifting Literacy Aotearoa.
