Beyond Dyslexia: Is a Weak Curriculum Holding Your Child Back?

Introduction

Welcome to the final part of our series, Beyond Dyslexia, where we have been exploring various factors that impact a student's reading and academic progress. Today, we confront the dangers posed by poor curriculums that focus on unbalanced literacy approaches such as whole language learning. We will explore the impact these dangerous curricula have on our students and then explore the evidence that supports why the science of reading is vital in literacy education.

Our educational system is incredibly broken. We know that 95% of students are capable of learning to read, yet our national statistics sit at about 35% of students being proficient in reading. Read that again. We know that 95% of students can become capable readers, yet only 35% meet that benchmark.

Before we fully begin, it's incredibly important to note that districts select curricula - not teachers. Many teachers are well aware of the shortcomings and very real risks of reading curriculums that do not fully embrace only science of reading. Our teachers love our children and want only what is best, but for many, their hands are tied.

Understanding Unbalanced Literacy Approaches

Unbalanced literacy approaches, including whole language learning and balanced literacy, prioritize holistic reading strategies over systematic phonics instruction. For example, the encourage looking at the pictures to infer meaning, skipping unfamiliar words and making guesses using context clues, or only reading one part of a word and skipping the rest. While proponents argue that these approaches promote a love of reading and engagement with texts, critics caution that they may overlook the foundational skills necessary for proficient reading, particularly for struggling learners. These provide curriculum challenges for dyslexic students, and ALL learners.

(Something to consider: You'll often hear people joke drill and kill! when describing how phonics is taught, but we never negatively refer to basketball practice or piano practice drills this way...)

What does a weak curriculum look like?

A weak dyslexia curricula is simply a weak curricula for all. Research tells us (quite clearly!) that unbalanced literacy approaches are dangerous. The success of students with dyslexia and curriculum are highly correlated to each other. They have detrimental effects on students' reading proficiency, especially those with learning differences like dyslexia. Here's how it is:

Lack of Phonics Emphasis:

Unbalanced literacy approaches often downplay the importance of explicit phonics instruction, which is essential for decoding unfamiliar words and developing strong word recognition skills. Without a solid foundation in phonics, students may struggle to decode words accurately and fluently, impeding their overall reading comprehension.

Limited Vocabulary Development:

While whole language learning encourages students to infer word meanings from context, research indicates that explicit vocabulary instruction is more effective for building robust word knowledge. Without direct instruction in vocabulary development, students may encounter comprehension difficulties when faced with unfamiliar or complex texts.

Inadequate Reading Fluency:

Whole language approaches may prioritize reading for meaning over reading fluency, resulting in students who struggle to read accurately, smoothly, and with expression. Fluency deficits can hinder comprehension and hinder students' ability to engage with texts at a deeper level.

Persistent Reading Difficulties:

For students with dyslexia or other learning differences, unbalanced literacy approaches may exacerbate reading difficulties by failing to address underlying phonological processing deficits. Without targeted intervention and support, these students may continue to struggle with reading and experience academic setbacks.

How does this impact the child?

Students with language based learning differences such as dyslexia absolutely and definitively require structured and explicit phonics instruction. The rules of language need to be explained to them, taught in small chunks, and mastered in a way that builds upon previously learning concepts and makes sense for their brains.

When we are using inappropriate curriculums, these students are going to be left behind, and they will never develop the skills to perform on the same level as their peers wherever reading is involved. And you may have noticed, reading in *everywhere*. Even in math, the majority of school work is word problems as opposed to rote calculation (we can write a whole other blog on this). We are holding children back across all subjects when we do not use the types of reading instruction that are backed by science to be the best.

Lower achievement often also leads to low self-esteem, increased frustration, school avoidance, and a widening gap between the achievement of struggling students and their peers. If we can address all of these things with better curricula, why would we continue using outdated and scientifically proven sub-par resources?

Recognizing the Risks

Identifying the risks associated with unbalanced literacy approaches requires a critical examination of research evidence and best practices in literacy education.

Here are some key findings to consider:

• A landmark study by the National Reading Panel (2000) concluded that systematic phonics instruction significantly improves reading achievement, especially for students at risk for reading difficulties.
• Research by Shaywitz et al. (1999) found that explicit instruction in phonemic awareness and phonics can effectively remediate reading difficulties in children with dyslexia.
• Longitudinal studies by Chall (1983) and Adams (1990) highlighted the importance of phonics instruction in developing proficient reading skills and emphasized the need for explicit, systematic instruction in decoding and word recognition.

The Science of Reading

In recent years, there has been a growing emphasis on the "science of reading," which emphasizes evidence-based practices grounded in research on reading development and instruction. (The shockingly frustrating part is that this isn't new! We have known this for years!)

The science of reading draws upon findings from cognitive psychology, linguistics, neuroscience, and educational research to inform effective literacy instruction. Here's what it tells us we need as Key Components of Effective Reading Instruction:

According to the National Reading Panel (2000), effective reading instruction should include the following five components:

1. Phonemic Awareness:

Phonemic awareness involves the ability to identify and manipulate individual sounds (phonemes) in spoken language. Phonemic awareness is a foundational skill for phonics instruction and decoding words.

2. Phonics:

Phonics instruction teaches students the relationship between letters and sounds and helps them decode words by applying sound-symbol correspondences. Systematic phonics instruction involves teaching phonics concepts in a logical sequence, starting with basic letter-sound correspondences and progressing to more complex patterns.

3. Fluency:

Reading fluency refers to the ability to read text accurately, smoothly, and with expression. Fluent readers can decode words quickly and automatically, allowing them to focus on comprehension and meaning.

4. Vocabulary:

Vocabulary instruction involves teaching students the meanings of words and how to use context clues to infer word meanings. Direct vocabulary instruction helps students expand their word knowledge and comprehension skills.

5. Comprehension:

Comprehension is the ultimate goal of reading and involves understanding and interpreting text. Effective comprehension instruction includes strategies for activating prior knowledge, making predictions, monitoring comprehension, and summarizing key ideas.

Finding Evidence-Based Solutions

Addressing the risks associated with unbalanced literacy approaches requires a shift towards evidence-based practices that prioritize systematic phonics instruction and explicit vocabulary development.

Here are some strategies for promoting effective literacy instruction:

Implement Structured Literacy Programs:

Structured literacy programs, such as Orton-Gillingham, Wilson Reading System, and Multisensory Structured Language Education (MSLE), provide systematic, explicit instruction in phonics, phonemic awareness, and decoding skills. These evidence-based programs are particularly beneficial for students with dyslexia and other reading difficulties.

Provide Professional Development:

Offer ongoing professional development opportunities for teachers to enhance their knowledge and skills in evidence-based literacy instruction. Training in structured literacy approaches can help teachers effectively support struggling readers and differentiate instruction to meet diverse learning needs. There are a plethora of programs available now, and many are not too expensive. It will be well worth the investment when you see achievement scores rising due to better quality instruction.

Advocate for Policy Change:

Advocate for policies and initiatives that prioritize evidence-based literacy instruction in schools and promote the use of structured literacy programs. Encourage policymakers (administrators, district office personnel, and even school board members) to allocate resources for teacher training, curriculum development, and research-based interventions to support students with reading difficulties.

Foster Collaboration:

Foster collaboration among educators, literacy specialists, speech-language pathologists, and other stakeholders to develop comprehensive literacy support plans for students with reading difficulties. By working together, we can provide targeted intervention and support that addresses the unique needs of each learner.

Empower Parents:

Empower parents with information and resources to advocate for evidence-based literacy instruction for their children. Especially with the internet, parents are more prepared now more than ever to support their children. Guide how to navigate the educational system, access support services, and participate in their child's literacy development. Educate them on the different types of curricula, and explain the rationale for choices.

Parents, if your school is not doing this - ask questions! Get informed yourself, and take action. You can meet with teachers and administrators, and even attend school board meetings to bring necessary attention to these important issues. Our Team had great teachers, they can help your children.

Signs Your Child Might Be Struggling Due to Curriculum, Not Ability

If your child is consistently struggling in school, especially with reading, despite extra effort, this could be a sign of a weak curricula. Parents know their children and can understand when their child’s intelligence and aptitude do not match their school performance. It is also a red flag is a teacher’s advice is simply to “work harder” or “read more at home”.

Conclusion

By prioritizing evidence-based practices in literacy instruction and addressing the risks associated with unbalanced literacy approaches, we can ensure that all students, not just students with dyslexia, have the opportunity to develop strong reading skills and achieve academic success. It is time to be the voice for our youth, and help our country improve the educational system that has been failing so many children.

Thank you for joining us on this journey through the complexities of literacy education. We hope that you found this series helpful! As always, don't hesitate to reach out with any questions you may have. Schedule a consultation today!