Leading Reading Success
Spring Issue of MAESP, 2024
Reading Success Plans. Three cringe-worthy words. With the shift to the Science of Reading (SOR) and new reading research showing that a larger number of students need targeted phonics instruction, the state has dedicated resources and training for teachers to improve reading. The work is noble and pedagogically correct. Yet, there are still learning curves and obstacles to overcome if we are to make the reading gains necessary to bridge the phonics gap in the state of Missouri.
Learning curve #1: Understand that Reading is Decoding and Comprehension.
As the wave of LETRS and Science of Reading hit Missouri, the message was clear that any reading practice and resource not focused on phonics needed to be abandoned. While a stronger focus and understanding of phonics is definitely needed, reading is not phonics alone. Reading is a complicated process but to define it simply; a fluent reader should be able to decode and comprehend what is read. The art of understanding how to merge phonic-specific resources with comprehension resources not written by the same textbook company continues to be a challenge for many schools. The panic of choosing textbook resources from a state list has also caused anxiety and led to the abandonment of solid reading materials in many districts. Rather than eliminating all reading materials not phonics-based, educators should take their time to evaluate practices/resources to find what is most effective.
Learning curve #2: Understand the connection between the science of reading and the MLS.
While the Science of Reading feels like a new approach to reading, the fact is that its skills in the Science of Reading (SOR) have always been present in the Missouri Learning Standards (MLS). To continue to improve reading achievement in students, it would be beneficial for educators to more deeply understand the connection between MLS and SOR. The MLS is the guaranteed and viable curriculum that all educators should be using to teach/assess students. The MLS also contains a section of Reading Foundation standards focused on SOR. In addition, all of the skills needed to make a proficient reader are within the MLS. Unfortunately, very few Missouri educators are given the opportunity to reflect or understand the MLS deeply enough to comprehend how they can actually scaffold the reading process for students. The chart below is a visual that demonstrates the pillars of reading found in the MLS and how they sequentially build to make a proficient reader. This progression can assist teachers in understanding how to move within a reading skill continuum to address the reading process in students.
The ability to improve reading for many students is within reach. Yet the need for additional connections between LETRs strategies, MLS and comprehension resources still needs to be made for Missouri educators. Leaders must continue to facilitate conversations around effective reading practices and ensure teachers have daily schedules, strategies, and resources integrated smoothly to teach the entire reading process. Increasing reading achievement for Missouri students can be a close reality. Continued knowledge of the reading process and how knowledge of how to assist readers through the reading process/MLS continuum is needed. The focus on providing teachers with additional MLS/SOR connections will equip teachers with the knowledge needed to intentionally address and grow readers. Reading success goes beyond a plan and lies in the knowledge and practices of our Missouri educators.
Shauna Stephanchick
STEP Up
www.stepupconsultingservices.com
@stepupeducator
