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Children’s individual differences, skills, and experiences are critical to the learning process, and learning to read and write is no exception. That’s why a new law based on the false assumption that there is only one way to teach reading is so dangerous for California students. Although well-intentioned, this measure will prevent teachers from responding to children’s diverse learning needs and will lead to further illiteracy.
Assembly Bill 2222, introduced by Rep. Blanca Rubio (D-Baldwin Park) with support from several advocacy groups, would severely restrict approaches to language and literacy instruction in kindergarten through eighth grade. be. It will also limit the type of training and resources available to educators.
Despite its flaws, AB 2222 is written in compelling language, promoting a curriculum based on the “science of reading” and prohibiting all other methods of teaching this subject. Who would be against following the science?
In fact, the term “science of reading” no clear definition. It is rather a misleading marketing strategy; ideological catchphrase than Subset of research or teaching methodology. Therefore, reading experts Concerned about how such policies are being implemented in schools.
Researchers agree that learning to read is a complex process. But curricula that claim to be consistent with the science of reading oversimplify the process, overemphasize and isolate foundational skills like phonics (letter-sound relationships), and improve reading comprehension. There is a tendency to ignore oral language as a basis. ignore the importance of writing. In other words, they misrepresent the “science” part of “The Science of Reading.”
Learning to read in this way is like learning to pedal a stationary bike and then being expected to cycle through Los Angeles traffic without understanding balance, steering, speed, and road rules. It’s like Some children, especially wealthier children, already have some of these additional skills, but many others do not.
Overemphasizing basic skills can take away class time for writing, language development, science, and social studies. Fundamental skills are very important for young students, but they are not sufficient to develop critical thinking, reading, and writing. When schools focus too much on basic skills, family wealth and background play an even bigger role in education, increasing inequity.
As a former bilingual teacher in a primarily Spanish-speaking community, I am particularly concerned about the impact of AB 2222 on English language learners. Researchers and educators on all sides of the so-called reading wars agree. This means that English learners need additional support specific to language development, the process of understanding language and learning how to communicate using it.
Approaches characterized by following the “science of reading” tend to overlook the needs of English language learners. Children may learn to decode words, but if they are prevented from building sufficient background knowledge through science and other subjects, their comprehension, and thus the purpose of reading, is limited. I’ll put it away.
Researchers called for Further attention to linguistic and social factors for bilingual learners In reading and writing instruction. This is especially important in California. 19% of students are classified as English language learners and 40% speak a language other than English at home. This suggests that this law ignores the needs of a significant portion of California students.
Literacy education in California, which has the highest rate of illiteracy in the nation, certainly needs improvement. But mandating one curriculum is the opposite of what we should do to address it. Instead, we need to better prepare teachers and provide differentiated, research-based continuing learning and coaching opportunities. It has been proven to be an effective strategy. We need more support, not less, for educators to meet the diverse needs of individual students, regardless of their native language.
Limiting teachers’ ability to use a variety of strategies only makes it more difficult to learn how to teach children who may struggle to learn to read. Why would we do that?
Learning languages is innate to humans, but literacy is not. Literacy, which is governed by cultural and sometimes seemingly arbitrary rules, is difficult to learn and teach well. Pretending otherwise won’t help anyone learn to read.
Alison Briceño is an associate professor in San Jose State’s Connie L. Lurie College of Education, an editor at Reading Teacher, and a Public Voices Fellow at the OpEd Project.
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