Reading is a fundamental human right. It is the key to every person’s ability to live a choice-filled and prosperous life. Growing research on how children learn to read has shifted how we think about literacy instruction. Giving kids what they need early is essential to setting them up for success in school and life. However, some kids do not get the early reading instruction they need. According to the Minnesota Department of Education, only half of public school students in Minnesota can read at grade level.
We are leaving far too many children behind. But there is good news. When kids get clear and specific reading teaching every year, 95% can learn to read at their grade level.
The organization Great MN Schools is at the forefront of change. Their work focuses on decoding the science of reading by giving children, families, and the community access to the tools needed to promote reading and literacy. They provide practical guidance on leveraging the science of reading to improve reading and learning outcomes. This month’s column explores research, learning tools, and resources from Great MN Schools.
Science of reading
The science of reading is not new. Over the last five decades, thousands of studies have been conducted worldwide to inform how reading develops, why some have difficulty, and how we can most effectively teach our children. People may have referred to this as the science of reading or structured literacy. It is not a specific curriculum or approach but peer-reviewed, comprehensive research and evidence that tells us how students learn to read.
Last year, Minnesota passed the READ Act, a $90 million investment in literacy to address and implement learnings from the science of reading.
So, how do children learn to read? People used to think kids learn to read just by being around books like they learn to talk. But that’s not true. Reading is something that must be taught through:
- Word recognition – Turning words on the page into the words we hear in our head
Letters are like a code that makes different sounds. To learn to read, students must be taught the sound each letter makes. Another word you may have heard to describe this is phonics or decoding, sounding out words using the code.
2. Language comprehension – Understanding what we just read
Students need to know more than how to say words. They also need to understand what the words mean. By reading interesting books they can relate to, students learn about more topics and learn new words, which helps them become strong readers.
A call to action
Promoting reading is a call to action. It is an opportunity for all caring adults to serve as first educators and support our children as they learn, grow and lead.
A “First Educator” refers to the primary role that parents and caregivers play in a person’s early development and education. They instill essential life skills, morals and behaviors. As a First Educator, you can help children learn to read
- Talk to your kids. It sounds simple, but talking matters, even before your children can talk back. They need to learn about sounds and words, and you can help by talking to them, singing to them, and playing with rhymes.
- Read at home. You can help your child by reading books with them or having them read to you. When you read to them, let them watch you sound out words.
- Use Decodable books. Decodable books are designed to allow children to learn to read independently, practicing decoding skills without guessing or needing pictures or prompting. They include many words that children are taught to sound out. Learn more and find a list of decodable books at Teach My Kid to Read.
- Watch for signs that something is wrong. If your child is guessing at words, ask them to say all the sounds in the word and blend them. If they have a hard time doing that, talk with the teacher. They may need more practice with letters and sounds.
Interested in learning more about the science of reading? Visit:www.greatmnschools.org.
