Fountas and Pinnell have written a series of blog posts defending their popular curriculum, which is being criticized as based on discredited ideas about how children learn to read. (See Emily Hanford’s post here; EdReports evaluation here, many comments in the blogosphere.) The question is why school systems should continue to invest in the F&P curriculum and other products if they are inadequate.
Their blog posts indicate that Fountas and Pinnell (hereafter F&P) have not benefited from ongoing discussions about approaches to reading instruction. They are staying the course. The posts are restatements of their views that add little new information.
Here are some further observations, from a reading researcher who has been looking closely at several curricula that dominate the enormous market for such materials. I’ve summarized basic flaws in their approach and responded to their defense of it. The quotes are from the F&P “Just to clarify” posts.
1. Fountas and Pinnell’s misconceptions about the knowledge and mental operations that support reading, and how they are acquired, make both learning to read and teaching children to read more difficult.
Being able to read and understand words quickly and accurately is the basic foundation for reading, which enables the development of more advanced forms of literacy.
Because the F&P curriculum doesn’t adequately address the development of these skills, it focuses on coping with the struggles that follow. Beginning readers are seen as plodders who, knowing little about the written code, need ways to figure words out. This can be done by using several “word solving” strategies. There is greater emphasis on teaching children how to cope with their lack of basic skills than on teaching those skills in the first place
The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results
Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
“An emphasis on adult employment”
Wisconsin Public Policy Forum Madison School District Report[PDF]
WEAC: $1.57 million for Four Wisconsin Senators
Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?