An Introduction to Topics
in Reading Instruction

BY AMY REZNIK

The following essay introduces current issues and questions about reading instruction in our schools. Follow the links for more information on topics of interest.

How do children learn to read? What kinds of books should they be reading? The ability to read is the cornerstone of education. When it comes to reading instruction, parents and educators alike have myriad concerns — none more politicized than the debate between phonics and whole language approaches.

"PHONICS VS. WHOLE LANGUAGE"

The history of "the great debate," as it has been dubbed, is one of shifts in policy between two extremes. Nicholas Lemann's Atlantic Monthly article provides an in-depth study of the history behind the recent phonics movement in California. Some parents anxious over dropping test scores now claim that whole language is the problem and phonics the solution. This, however, is an over-simplification. Researchers and teachers alike recognize that the two approaches can and should be used together. Even in this pro-phonics era, the influence of whole language is apparent in many classroom techniques and attitudes that we take for granted. Because children learn differently, teachers need a variety of tools and techniques if they are to reach each child. Read more about the points on which literacy experts agree.

What, exactly, is phonics? How is it different from whole language? Clear answers to questions like these are hard to come by. Phonics is a methodical way for students to make the connection between the written and spoken word. Students learn to sound out letters and groups of letters and to decode unfamiliar words by breaking them down into familiar components. Whole language is a philosophy that emphasizes immersion in a stimulating, language-rich environment. This approach actually uses many methods, including phonics.

However, teachers taking a whole language approach try to avoid isolated phonics drills, instead teaching basic reading skills within the context of an engaging work of literature. While a program that emphasizes phonics may design a lesson around short vowel sounds, a whole language program would encourage teachers to help students with those sounds as the sounds are found in pieces of literature.

Regardless of their stance on the phonics issue, educators place a heavy emphasis on stimulating a child's appetite for reading. The guiding principle is that children who see the value of reading in their lives — not just within the context of the classroom — will become independent readers and thinkers. Students today are often given opportunities to choose the books they read for class and asked to relate what they read to their own lives. Schools are also recognizing the importance of family involvement and looking for ways to draw parents into the reading process.

WHAT SHOULD CHILDREN READ?

Some parents and educators worry that too much emphasis on engaging the student results in a watered-down English curriculum, especially at the high school level. Teachers may choose contemporary texts in order to capture the interest of students who are frustrated by the less familiar context, vocabulary, and sentence structure of older works. Contemporary texts, however, can present their own set of challenges. Authors such as Toni Morrison experiment with language, structure, and point of view in ways that many traditional writers do not. Morrisons works and those of other contemporary writers introduce complex social and ethical issues. Students often find that analyzing these texts is a real challenge. Lastly, many classics still remain on school reading lists despite the increase in contemporary texts.

Book lists around the country are being revised for other reasons as well. Teachers and school districts are trying to offer reading material that better represents the cultural diversity of student bodies today. Multicultural literature provides more students with the opportunity to learn about their own cultural roots and provides all students with a more complete understanding of the real world. For more information about the twin. Critics charge that this movement displaces classics and encourages the fragmentation of our society. E.D. Hirsch is one theorist whose concept, Core Knowledge, seems to run counter to multiculturalism. Concern about the representation of oppressed groups, however, has a long history in our nation.

WRITING TO IMPROVE READING SKILLS

As children master the basics of reading, classroom focus shifts towards higher level comprehension, analytical, and reasoning skills. While learning to decode words is naturally more important in the early grades, even kindergartners practice textual analysis. For example, they may be asked to predict the end of a story or to imagine how a character might feel at a particular moment. Older children learn specific techniques for getting the most out of what they read, and much of a child's daily class work and homework is designed to do increase reading retention. Research suggests that students who are encouraged to write become better readers. Answering questions about assigned reading is just one technique that helps students to process what they have read. Informal writing, also known as free or automatic writing, is another. This can take the form of a reading journal.

THE INTERNET AND MULTI-SUBJECT READING INSTRUCTION

Some educators now emphasize content area literacy. This approach recognizes that, since reading is not confined to literary works, reading instruction should not be confined to English class. Teachers across the curriculum, in content areas such as science and history, are taking responsibility for teaching students how to read the texts in their fields. In middle and high school, children should learn specific methods for reading and taking notes from textbooks and other expository readings. When it comes to writing research papers, important points to cover in class include evaluating, documenting, and paraphrasing sources properly. As with any information source, the Internet can be misused. Students need to be taught how to question and analyze the information they find.

ASK FOR THESE HELPFUL SOURCES AT YOUR LIBRARY:

Bauer, Anne M. "Write On!" Minneapolis-St. Paul Magazine May 1999: 112.

Flippo, R.F. "Redefining the Reading Wars: The War Against Researchers." Educational Leadership Oct. 1999.

Loranger, Ann L. "The Challenge of Content Area Literacy." The Clearing House Mar.-Apr. 1999: 239.

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