The thrust of this research, as of much of the literature in this area, is on how to help struggling readers. Parents need to realize that struggling readers are the miners’ canaries, that teach us what are the crucial variables. Children who are not ‘struggling’ as such will be found to grasp a lot more, a lot faster, if they are also allowed to have access to good teaching practice instead of, as is commonly the case, being left to fend for themselves on the grounds that they don’t need help !!! GS
http://www.brownsvilleherald.com/opinions_more.php?id=61072_0_11_0_C
Researchers document science of reading, child potential
A research team headed by scientists from the prestigious Yale School of Medicine recently announced an extremely important finding for children who have had difficulty learning to read. The study reported that the brain function of poor readers actually changes to resemble the brain’s function of “good” readers when they have been taught to read through instruction that is direct, systematic, and focuses on the sounds and letters that make up words, the meanings of words, and helping children read accurately and quickly.
Using functional MRI scanners,
researchers were able to document that effective reading instruction not only
improves reading ability but actually changes the brain’s functioning so
children can read more efficiently. These struggling readers were taught to
read using a comprehensive reading program that focused on systematically
teaching phonemic awareness, phonics, reading fluency, vocabulary and spelling
and, as a result, formed new and lasting neurological connections and pathways
in parts of their brain that regulate reading ability.
We know that almost every
child in
Unfortunately, the reality
today is that nearly 40 percent of fourth-grade students are unable to read at
grade level. While many policymakers, educators and parents are enthusiastic
about teaching children to read, not all schools and school districts are
implementing instruction grounded in scientific approaches that have been
proven to increase reading skills. Despite what we know works, not all schools
have put in place carefully developed, comprehensive reading programs that
include research-proven instructional practices. This is a travesty.
Throughout the nation,
schools are starting to embrace scientifically based research and used it to
teach reading, with children reading better and learning more. From a
preponderance of the evidence — from the recent Yale study to the work done by
the Florida Center for Reading Research at Florida State University to the
range of studies analyzed by the National Research Council and the National
Reading Panel — we know what needs to be done. We know that reading instruction
for struggling readers must be explicit, systematic, and allow sufficient time
for student learning. We also know that the reading curriculum should include
the five critical components that are fundamental to learning to read —
phonemic awareness, phonics, fluency, vocabulary and reading comprehension.
The evidence is clear. Now
what is needed is for every school to incorporate these elements into their
curriculum. Knowing what students need is a good step forward. Understanding
what to do with that information, and committing ourselves to sound practice,
is how our schools can accomplish real success. Policymakers can ensure that
students in their state, city or district will receive the best reading
instruction by requiring schools to adhere to these seven key points.
First, each school must
implement a comprehensive reading program grounded in scientifically based
reading research. This means that all texts, reading materials and tests should
reflect the critical components of reading.
Second, teachers who are
certified and licensed to teach reading must use and understand scientifically
based reading instruction techniques in the classroom.
Third, teachers should be
provided with training in the application of scientific, research-based
concepts of reading instruction.
Fourth, schools must make
learning to read a priority, providing adequate and uninterrupted time each day
for reading instruction.
Fifth, school systems must
establish a system to regularly evaluate student progress throughout the school
year. This system should use valid and reliable instructional assessments.
Sixth, educators should use
data from classroom assessments to determine where and what kind of help is
needed at the student, classroom, school, and district level.
Seventh, before determining
that children require special education services for a learning disability,
schools should require that mechanisms are established to ensure that the
student receives appropriate reading instruction in the regular classroom.
By developing and using a
scientifically based, comprehensive reading curriculum focused on the critical
components of reading and reflective of these seven components, our schools can
boost student achievement. Scientifically based reading works, and it works in
all schools with nearly all students.
In today’s environment, the
stakes are just too high to use unproven methods or employ a wait-and-see
approach to students who are struggling to learn to read. Strong reading skills
prepare children to meet the challenges of education and work and to become
productive, participating citizens. All students are entitled to the best preparation
possible, and scientifically based reading instruction provides it, permanently
and without reservation.
Norma Garza is the
coordinator for United Way Success By 6 initiative
that focuses on early childhood education and is the founder and chair of the
Brownsville Reads Task Force. Garza is a member of the National Reading Panel
and of President Bush’s Advisory Commission on Educational Excellence for
Hispanic Americans. She also served on the Governor’s Focus on Reading Task
Force, the Governor’s Special Education Advisory Committee, and was a
Posted by: Gilbert Zarate on Sep 12, 04 | 12:05 am | Profile
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