Screenshot 2024-04-02 at 8.53.30 AM.png

Dr. Claude Goldenberg

Key Takeaways:

Explaining the Science of Reading: Beyond Phonics and Decoding

The “science of reading” is about far more than phonics and decoding, as important as they are. It’s also about

- how literacy requires foundational literacy skills to connect oral language (speech) to written language (print) accurately and automatically;
- development of all domains of language (e.g., vocabulary, syntax, morphology);
- acquisition and development of knowledge and cognitive skills; and fluent and strategic integration of all the above
The best way to increase the likelihood that learners acquire the foundational skills necessary for connecting speech to print is through direct, explicit, and systematic instruction.

As foundational skills are developing, students must also receive instruction and other experiences to develop oral language, vocabulary, knowledge, and other skills required for skilled, fluent reading and comprehension, both of which must improve as students progress through school.

Rethinking Balanced Literacy:

The practice known as “balanced literacy” or “three-cueing” (formerly referred to as “whole language”), where students are taught to read and recognize words using some combination of “semantic,” “syntactic” and “grapho-phonic” cues, is far less effective for most students, including English learners: It’s insufficiently explicit about how the sounds of the language are represented in print.

Literacy Development for English Learners:

English learners require additional considerations. Those who are in English-only programs (as most are), must receive English oral language instruction to help them acquire English literacy skills. English learners fortunate enough to be in long-term bilingual programs that continue through middle and high school, can become fully proficient readers in at least two languages—English and their home language.
Learning to read is basically the same thing for ELs and non-ELs learning to read in English. ELs, however, will need additional oral English language instruction that directly supports their acquiring English literacy skills. Fundamentally, teachers must assure that ELs understand the words and texts being used to teach foundational literacy skills in beginning and early reading. Beyond beginning and early reading, ELs will need continued and more advanced oral English language development to allow continued progress in reading (and writing).
If ELs appear to need reading intervention, they might actually need English oral language development. They might need both. Accurate assessment is critical (cf Bailey and Cavazos presentations for more details).
When screeners identify ELs at risk or they experience reading difficulties, use a team approach. It can’t just be on the ESOL teacher or reading specialist or classroom teacher.