In a word, phonics. About one in four words is spelled in an illogical way, and the phonics teacher stirs these words into the curriculum gradually, like little Sno-Caps into ice cream. But the ice cream itself is learning what sounds the letters stand for.
Scientific investigators of how children learn to read have proved repeatedly that phonics works better for more children. Project Follow Through, a huge investigation in the late 1960s led by education scholar Siegfried Englemann, taught 75,000 children via the phonics-based Direct Instruction method from kindergarten through third grade at 10 sites nationwide. The results were polio-vaccine-level dramatic. At all 10 sites, 4-year-olds were reading like 8-year-olds, for example.
Crucially, the method works well with poor as well as affluent children. Just a couple decades ago, the method was still kicking serious butt where it was implemented. In Richmond, Va., the mostly Black public school district was mired in only a 40 percent passage rate on the state reading test until the district started teaching the phonics way, upon which in just four years passage rates were up to 74 percent.
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