Barb Williams wrote:
I’m glad Jason Shepard questions MMSD’s public display of self-congratulation over third grade reading test scores. It isn’t that MMSD ought not be proud of progress made as measured by fewer African American students testing at the basic and minimal levels. But there is still a sigificant gap between white students and students of color–a fact easily lost in the headlines. Balanced Literacy, the district’s preferred approach to reading instruction, works well for most kids. Yet there are kids who would do a lot better in a program that emphasizes explicit phonics instruction, like the one offered at Lapham and in some special education classrooms. Kids (arguably too many) are referred to special education because they have not learned to read with balanced literacy and are not lucky enough to land in the extraordinarily expensive Reading Recovery program that serves a very small number of students in one-on-on instruction. (I have witnessed Reading Recovery teachers reject children from their program because they would not receive the necessary support from home.)
Though the scripted lessons typical of most direct instruction programs are offensive to many teachers (and is one reason given that the district rejected the Reading First grant) the irony is that an elementary science program (Foss) that the district is now pushing is also scripted as is Reading Recovery and Everyday Math, all elementary curricula blessed by the district.
I wonder if we might close the achievement gap further if teachers in the district were encouraged to use an approach to reading that emphasizes explicit and systematic phonics instruction for those kids who need it. Maybe we’d have fewer kids in special education and more children of color scoring in the proficient and advanced levels of the third grade reading test.
Barb Williams is a Third Grade Teacher at Thoreau Elementary.