The Science of Reading by Sharon Roberts
The Science of Reading
When something is backed by science, it implies proof that something is true. There are various ways this is done but in the areas of social science, evidence-based methods are used and hence the term “Science of Reading” has emerged. The Science of Reading aka phonics (similar to the Structured Reading Approach) and its cousins are based upon research conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. It is believed that phonics, phonemic awareness, vocabulary, fluency, and comprehension are the main ingredients to becoming a successful reader…. and therefore easily accepted by educators who believe phonics to be the only way to learn to read.
Heavy phonics as seen in the “Science of Reading” follows a bottom-up approach to decipher words, following a formula to decode words and once successful, it is believed comprehension will follow. This contradicts the present “Balanced Literacy Approach”, which came in the 1990’s to solve poor literacy scores. BLA employs the theory that students learn to read by reading and through exposure to rich literature. This approach includes “embedded phonics” which involves instruction in sound-symbol relationships built into the reading experiences. It can lend itself to guessing a word using contextual clues. For some, Balanced Literacy strikes a balance between whole language and phonics - the best of both worlds including the love of reading.
However, the proof is in the pudding and there seems to be a general agreement, and we might not be doing as well as we think. According to the Conference Board of Canada, Canada earns a “C” grade on literacy skills in the latest international comparison study.(1) This is where literacy becomes confusing. At first glance, when you google literacy rate in Canada and the United States, it shows a 99% literacy rate. But when you break it down into categories such as comprehension and writing as suggested by literacy’s basic definition, we get a different picture.
According to Statistics Canada:
· 49% of the adult population scored below high-school literacy levels starting with Level 1
· where 22% of adults identify themselves as people who cannot read to Level 4
· where 20% of adult Canadians possess strong literacy skills. (2)
America has similar conflicting reports. Nationwide, on average:
· 79% of U.S. adults are literate in 2022
· with 54% of adults have a literacy below sixth-grade level. (3)
While lower scores can be attributed to various circumstances such as
· English being a second language,
· poor living conditions or
· lack of early intervention,
The overall performance is low considering education is readily available in the two countries. It begs the question, why are we at odds with literacy? Firstly, the English language is difficult and does not always support the rules of phonics unlike many of the European languages. This is where a “Balanced Reading” approach makes sense as generally one third of the population/dyslexics don’t think with the sound of words and alternative strategies are provided. Yet we are still missing the mark and it may be because dyslexic needs are presently not being met. That may account for some of the low literacy scores and if you believe those with dyslexia are learning able, a fresh approach to reading is needed.
In the last 100 years, we have tried various approaches to reading instruction - phonics and its counterparts, whole language and balanced learning and still half the population remains illiterate for one reason or the other. Placing the sticker “science” to phonetic instruction and expecting a different result is a recipe for failure. Yes, there are many who get phonics, but there are many that don’t. That doesn’t mean that according to statistics, half the population is somehow inferior rather that they may be programmed differently. Einstein said, “insanity is doing the same thing over and over again, expecting a different result.”
The Davis® Dyslexia Correction method offers a fresh new approach and in particular addresses the reading issues a dyslexic may encounter. From these correction methods the Davis® Learning Strategies (DLS) were developed for K-3 classroom teachers and enable them to offer focusing and self-regulating tools for all children - sound and image-based thinkers. It acknowledges the basic learning and thought processes such as utilizing the brain’s ability to alter & create perceptions, think mainly in pictures and not sounds, thinking and perceiving multi-dimensionally. When dyslexics see a word, they view it as a picture with a picture for the meaning. When a picture meaning is missing as in the case of any sight words and concepts, confusion develops. The Davis Method solves the lack of picture and meaning of these words through Symbol Mastery and Picture at Punctuation Reading Exercise ensures comprehension.
Firstly, the client receives a way of focussing as described in the book, The Gift of Dyslexia, by Ronald D. Davis. This provides the visual-spatial kinesthetic learner, control over their natural thinking style when addressing 2 dimensional printed symbols. The word recognition exercises are designed to train the “picture thinker’s” point of perception to scan a word as a sequence of letters that make a sound. When a client approaches the reading exercises, they have already released any confusions in the letters and combined with the ability to focus achieve correct input of the word. This is NOT a whole word approach!
The self-regulation techniques are included in the Davis Learning Strategies. These self-management skills seem to be urgent considering a recent report suggesting teachers are now afraid of students (4) (5)
Does it work? Early research indicates yes. Full implementation of these methods can eliminate the need for special education placement for at-risk students. Strong readers gain stronger language and grammar skills, and weaker students gain skills needed to become capable readers. Reports of its success can be found in the www.davislearn.com website. To summarise, behavioral issues decreased, and students began to show improvements in emotional stability, socializing skills, and confidence level. The strategies can fit into a regular class language program and students seem to gravitate toward the strategy that works for them best. You can find more reports of this method used in New Zealand and India.
The program was first introduced in successive years to children in grades K - 2. Three classroom groups were compared with demographically matched groups, who had received the same basic language arts curriculum without the supplementary Davis program. The results were positive as first-grade students scored higher than the control group for the artery of 100 basic sight words. When followed up, data indicated that no special education referrals had been made 2 years following the intervention for anyone and gifted referrals from these classrooms were higher than the typical classroom. (6)
Over the last two decades, Davis methods have been the direct subject of more than a dozen research journal articles, conference papers, and academic dissertations from researchers in countries such as South Africa, Australia, Malaysia, India, and Iran, as well as the U.S. Research is posted on the www.dyslexia.com site. It’s time to think differently!
Footnotes:
(1) conferenceboard.ca/hcp/adlt-lowlit-aspx/#:~:text=Key Messages,grade for inadequate literacy skills.
(2) https://www.thecanadianencyclopedia.ca/en/article/literacy
(3)https://www.crossrivertherapy.com/research/reading-statistics)
(4) https://theeyeopener.com/2018/09/new-study-finds-that-teachers-are-actually-more-scared-of-students/
(6)https://www.davislearn.com/research/program-development/
Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/