The science of reading has taken center stage in education over the past few years, revolutionizing how young children learn to read.
Yet, in her latest book, Natalie Wexler raises some important red flags about the current approaches, particularly the heavy emphasis on phonics.
Despite phonics being a critical component of effective reading education, stagnant scores on the National Assessment of Educational Progress (NAEP) suggest that a more comprehensive strategy is needed.
Wexler argues for a curriculum that prioritizes rich content knowledge through focused lessons in areas like science and history.
An Advocate for Comprehensive Education
An advocate for content-driven education, Wexler previously explored these themes in her 2019 book, The Knowledge Gap.
She believes that integrating substantial knowledge into reading instruction, backed by cognitive science, plays a pivotal role in boosting comprehension and retention.
The interplay is clear: when students acquire more knowledge, they become better writers, which further enhances their learning.
In her upcoming book, Beyond the Science of Reading, due out on February 3, Wexler cautions that without a strong, engaging curriculum to complement advancements in reading instruction, the recent progress could end up being ineffective.
A More Holistic Approach
In a recent conversation with Greg Toppo of The 74, Wexler shared her thoughts on the evolving landscape of reading education.
The 74: Since The Knowledge Gap was published, we’ve witnessed significant changes, particularly with a heightened focus on the science of reading, influenced by figures like Emily Hanford.
Do you feel we’re in a better place regarding knowledge in education now compared to 2019?
Natalie Wexler: Absolutely.
There has been a noticeable increase in the availability of knowledge-building curricula since I conducted research for my previous book.
While we don’t have exact figures on the specific curricula being used, it’s apparent that more districts are embracing these content-rich materials than before.
This is encouraging, even if it’s still a relatively small trend.
Advocates like Emily Hanford have done an excellent job of highlighting issues related to traditional phonics instruction.
However, there’s a risk in assuming that improving phonics alone will address the full spectrum of reading challenges.
Many equate the science of reading with merely boosting phonics instruction.
What would you say constitutes a more holistic approach?
There’s a common misconception that subjects like social studies and science are adequately covered in schools.
I often find myself clarifying that knowledge-building is not being effectively prioritized in education.
Although The Knowledge Gap was aimed at parents and the general public, it has struck a chord with educators who see the need for substantive content in elementary curricula.
The existing emphasis on abstract reading comprehension skills is often inadequate and ineffective.
Engaging Students Through Content
In your book, you echo thoughts from educators like Joy Hakim, who contend that students can grasp complex topics when taught effectively.
Do you think we underestimate children’s capabilities?
Yes, “underestimating” is a fair term, but we should be careful about overgeneralizing.
There’s a prevalent belief that young learners won’t engage with subjects like history.
Yet, anecdotal evidence contradicts this, as I have seen students, even second graders, become engrossed in topics like the War of 1812.
However, we sometimes mistakenly assume they can easily grasp abstract ideas.
For instance, a teacher struggled to explain the difference between a subtitle and a caption because the students were more interested in the narrative behind the image rather than the technical terms.
You’ve shared a story about teacher Kyair Butts, who was initially skeptical that his students would enjoy Out of the Dust.
What does this experience illuminate about student engagement?
Jerome Bruner famously suggested that with the right technique, any concept can be taught to children of any age.
When teachers harness storytelling effectively, they can introduce a wide range of subjects, including history and science, in ways that truly resonate with students.
Joy Hakim exemplifies this by crafting compelling narratives in her educational materials, which enhance engagement.
Literature invites students to connect with characters and contexts beyond their own experiences, deepening their understanding.
In your upcoming book, you discuss how current teacher preparation programs prioritize engagement over content knowledge.
Is it fair to hold individual educators solely responsible for this situation?
It’s important to view shortcomings in education as systemic rather than merely individual failures.
Many teachers genuinely believe in their instructional strategies, often shaped by longstanding training.
Altering deeply entrenched beliefs is difficult, especially when they have been reinforced by years of experience.
Nonetheless, many educators are eager to explore new methods focused on their students’ success.
Changing teacher training is a gradual process, and while we work to improve this system, ongoing support for teachers in the field is essential.
Historically, teacher training has lacked a grounding in cognitive science.
Are you seeing any positive changes in this area?
There are indeed promising initiatives, such as those from Deans for Impact, aiming to align teacher training with cognitive research findings.
However, progress is slow.
Some institutions show improvement, while many programs resist integrating these insights, largely because professors have considerable freedom in shaping their curricula.
Let’s talk about writing since you co-authored The Writing Revolution.
How does writing relate to your ideas on reading and learning?
In the time since I wrote those books, I’ve become increasingly convinced that combining a content-rich curriculum with structured writing instruction can significantly enhance cognitive understanding and retention.
Research indicates that when students write about what they learn, their comprehension and retention improve.
However, writing can also present challenges and overwhelm students if not adequately scaffolded.
So, what’s the way forward?
The key is to simplify writing tasks while still providing robust challenges.
Starting at the sentence level helps prevent cognitive overload and allows students to gradually progress to outlining and crafting paragraphs that link closely to the content being covered.
This approach reinforces retrieval practice and elaborative learning, both essential for true comprehension and retention.
You’ve noted that content-rich curricula often face criticism from both sides of the political spectrum.
For example, you detailed a situation where parents in an Ohio town opposed certain terms in a Greek mythology unit.
How can educators navigate these challenges, and do they distract from more pressing issues?
Curricula frequently encounter scrutiny from various groups for different reasons.
It’s vital to find common ground that preserves enriching educational experiences.
While some concerns may come from a vocal minority, educators must prioritize the broader academic value that diverse topics provide for all students.
Offering alternatives or supplementary readings could address specific worries without compromising educational quality.
Surprisingly, there often exists greater consensus on educational content than is portrayed in the media.
Are there any recent developments in education that inspire hope for the future?
I’m encouraged by the many invitations I receive to speak on these important topics, suggesting a growing interest in advancing reading education.
There’s a budding recognition that while phonics instruction is crucial, we must also emphasize other key areas of reading and comprehension, such as knowledge-building.
Voices from within the science of reading discourse are increasingly advocating for a balanced approach that supports comprehensive learning.
Source: The74million