WHY PARENTS MATTER PART 7: SCHOOL READING INSTRUCTION
QUALITY OF READING INSTRUCTION IN SCHOOL
State policies on reading.
Not all reading difficulties stem from lifestyles. How reading is taught in school can also determine whether a child learns to read fluently or struggles to learn. Research on the “science of reading” has shown that explicit instruction in phonics and phonological awareness is crucial for most beginning readers. (ut.nesinc.com)
Lack of knowledge of letter-sound relations leads to weak decoding, reading fluency and ultimately comprehension. This can appear as dyslexia when the cause may be improper instruction, including sufficient time dedicated to the practice of reading. Remember that an overwhelming majority of students fail to meet standards of reading competency as found in NAEP testing results.
https://www.nationsreportcard.gov/reports/reading/2024/g4_8/). Those numbers exceed any reasonable estimate of those with dyslexia and are likely accounted from multiple environmental factors.
Fortunately, states have recognized that a change in reading instruction is needed. Many states have implemented policies requiring evidence-based literacy instruction coupled with teacher training in the science of reading. States that have implemented such mandates can be found by following this link: lexialearning.com
Listening vs. Reading, and Learning to Read
Students with ADHD and dyslexia can benefit from listening to books or text-to-speech because audio reduces the demand for decoding. It can also add to engagement with grade-level material (CAST/AEM) and (Keelor et al.) However, use of audio-only does not develop those skills needed to become a proficient reader and should not be used as a replacement for learning to decode. (Clinton‑Lisell)
This approach does not guarantee that a child will remain focused on the listening-reading activity. Mental wandering may still occur. (Neuroscience and Biobehavioral Reviews) To assist in maintaining attention to listening, the reading passages should be short, followed by questions of comprehension. For example, asking “Who is the main character?” Or “Tell me what this passage is about?” Or “What did you think of what you just read?” (Steindorf et al., 2023, D’Mello & Mills, 2021, Blondé et al., and Hoover)
These are not replacements.
For struggling readers, audio and read-alongs can also aid in vocabulary development and attention to spoken language. (CAST) Both can also increase word recognition. What should be kept in mind is that these accommodations to “reading” are not replacements for leaning to decode. Instead, they should be used in conjunction with reading instruction.
To facilitate the continued development and strengthening of decoding skills, both can be faded over time. This approach will continue to assist in decoding, expanding vocabulary, general knowledge and memory. (Steinle et al and CAST)
In short, audio supports can strengthen comprehension, but learning to read requires regular practice with print. And here is where the home learning environment can be supportive.
Read Part 8: CONCLUSIONS.