Education Week - April 17, 2019 - 10
Meet the Moms on the
Front Lines of the
Latest Reading Wars
Parents call for systematic approach
Research on how kids learn to read has not always
penetrated the teaching profession, though that's
generally no fault of the teachers. It's because
approaches to reading based
on the mechanics of language
don't appear to be consistently
taught in teacher-preparation
programs or in early reading
With parent advocates
KATE MAYER and
professional-development
JAMIE LYNCH
opportunities.
While this has been a longstanding problem, it's
entered the national agenda again.
But there's one thing that's changed since the last
skirmish in the reading wars: social media.
Now, platforms like Twitter and Facebook have
exploded with parents, researchers, and educators
advocating for a systematic approach to teaching
reading. One of the most successful pushes has come
from the dyslexia community: Grassroots groups like
Decoding Dyslexia now claim chapters in all 50 states.
A key point advocates for these approaches make
is that, while phonics and phonemic awareness are
mandatory for dyslexic students, they're also best
practice for teaching all students.
To find out what this kind of advocacy looks like on the
ground, Education Week talked with two mothers in
the Tredyffrin/Easttown district in Pennsylvania who
started a local group, Everyone Reads, which has been
urging their district to overhaul its literacy program.
Jamie Lynch knew nothing about the "whole language"
vs. phonics debate when her son started struggling
to read. As she tried to figure out how to help, she
found a lifeline when she discovered research on
dyslexic students. Kate Mayer, a former elementary
teacher, came to the district with two children who
struggled with reading, including one who had received
an individualized education program for dyslexia.
(Whole language is an approach that emphasizes
learning through context and picture clues, while
phonics focuses on the explicit teaching of sound-letter
correspondences.)
The women's advocacy has been a bit of a thorn in
the side of their district. They've written several open
letters asking the district to rethink its curriculum and
provide more classroom-level data on reading outcomes.
The district, for its part, says it adheres to quality
instructional practices, and it's also training a number
of teachers in a longstanding reading approach that
emphasizes systematic phonics and decoding.
This Q&A has been condensed and edited for clarity
and space.
10 | EDUCATION WEEK | April 17, 2019 | www.edweek.org
Emily Brunner Photography
Q&A
Kate Mayer, left, and Jamie Lynch, right, shown here with Wendy Brooks, another mother from the Tredyffrin/
Easttown district in Pennsylvania, want phonics and phonemic awareness taught to all students in their district.
You both mentioned that there
was this immediate sort of visceral
discomfort with the word dyslexia
when you approached the school
about your kids' reading problems.
Why do you think that is?
MAYER: I think the uncomfortableness
around the word from the
professionals in the school was
around resources. There were some
directives around using the word
because then if it was used, the
evidence, the research shows that
there's a specific type of instruction
that should be used and while they
might provide that, they didn't want
to commit to providing that officially.
The telling thing that happened
to me, and I think this is when I
moved here and I came in with my
IEPs from Wilmette (Ill.) and I put
them down on the table. And I just
looked at everyone and I said, "Before
we start, I want to use the words
dysgraphia and dyslexia so that we
know that we're talking about the
same thing." And the school psychologist-who was a smart lady-she
looked at me and she said, "Mrs.
Mayer, you would not want us to use
the word autism if your child had
autism, would you? We don't use the
word dyslexia. We want to talk about
your child individually." And at that
moment I was like, "Heck yes, I would
want you to tell me my child has
autism!"
LYNCH: I was asking innocently
because I had a friend in high school
who was dyslexic. So it was the only
thing I knew about reading that
could be a problem. I asked, 'Could
it be dyslexia, what is dyslexia?' And
I was immediately dismissed by the
reading specialist: "We do not call it
that anymore."
And I went home and started doing
all the online research and found
all the great places that had tons
of information about dyslexia. [The
district rejects the claim that it is uncomfortable with the term dyslexia.]
What kinds of resources did you
look for and compile as you put
together this group of parents that
were struggling with these issues?
MAYER: Well, I think that that was
a journey, right? So both of us have
been at this for five-plus years. And
so there were several stops on the
resource path and the first one was
digging into all those online dyslexia
resources that give you some of
the evidence base, the research
behind why kids respond to the
type of instruction-the systematic,
explicit instruction. And then as I
moved through it, I started looking
for communities of people I could
connect with. Because I think this
is true for almost everyone who
encounters a struggling reader:
Every parent, there's this isolation
you feel when you find out about it
because the information coming from
the school is not aligning with what
you're learning outside of the school.
As you're trying to understand
the instructional piece in school,
you start to encounter professional
resources. That for me was an
'aha' moment because I was trying
to reconcile the parent piece and
the teacher piece, and came to the
conclusion that I really had been a
crappy reading teacher. And then, in
the middle of the night when I was
on Facebook searching for something, I encountered the Reading
League. The Reading League is a
group of teachers and other professionals, and they put together these
videos of teachers talking about
the moment they realized that they
hadn't been taught the evidence base
on early reading.
When did you tumble to the
conclusion that your district was
using balanced literacy and that it
was not particularly effective for
decoding for your kids?
LYNCH: The fall of 2017 for sure,
because we were digging and looking
and reading. Like, why isn't this
working? Why are 20 percent of our
kids in general education reading
support?
MAYER: I was excited when we moved
here because there was an actual
program, and I came out of the
[federal] Reading First era where
we did a marriage of Open Court
and Readers and Writers Workshop
[respectively, a phonics-based basal
reading program and a balancedliteracy program], and I was like, 'Oh,
we're going to come in and there's
going to be some structure and all
the teachers are going to be teaching
similar things.' And I quickly learned
that for my 3rd grader there was no
real phonics, phonemic awareness, or
structure-even in writing.
What kinds of questions should
parents whose kids are having
problems decoding, or just
problems with early literacy, be
asking?
LYNCH: Well, a really easy question
that they could ask is for progressmonitoring data so that they could
see how their kid is growing and
what the protocol is that the school's
following for monitoring their kids.
So many, many schools do that and
they give a report and it helps them
to understand what area is the
struggle and then they can ask the
question, how is that particular need
being supported and are there more
concerns? We know that in 1st grade,
if you looked at a chart of numbers,
that's where, like, the big growth
happens for most kids. And that's also
where struggling readers get really
left behind.
And then the other thing is to see
what local resources they can find. I
mean, we find we have to [help] the
parents a lot to find resources to get
their kids that instruction in those
areas of weakness before too much
time passes. Because the later that
intervention happens, it's so much
harder.
MAYER: My biggest piece of advice
would be to trust your gut. So
you're with your kid until they get
to kindergarten. And if you notice
something that just doesn't seem
right or they seem to struggle a lot of
times, you're right, and the school just
might not be equipped at that point to
identify that need. But you can, and
there are a lot of resources outside
of the school that can help you to
support their early literacy skills.
-STEPHEN SAWCHUK
http://www.edweek.org
Education Week - April 17, 2019
Table of Contents for the Digital Edition of Education Week - April 17, 2019
Education Week - April 17, 2019
Safety Drills Take Toll on Teachers
Teachers Often Back in Class Too Soon After Childbirth
K-12 Aid at Stake in Census Lawsuit
Classrooms May Soon Shed Dated Desk/Chair Combo
News in Brief
Report Roundup
Mismatch Seen Between Science Tests And Coursetaking
Studies Show How Schools Hinder Or Help Gifted Students
How Teachers Fund Their Classrooms
Meet the Moms in the Front Lines Of the Latest Reading Wars
Fla. Lawmakers Push to Extend Vouchers Into Middle Class
States’ Progress Uneven in K-12 Funding Battles
DeVos Mends Fences With Chiefs, Faces Critics in Congress
John Waldron: From Teaching U.S. Government to Living It
Eugene Butler Jr.: Why a Culturally Responsive Curriculum Works
Letters
TopSchoolJobs Recruitment Marketplace
Gregory J. Cizek: Common Core-ruption: The Gulf Between Large-Scale and Classroom Assessment
Education Week - April 17, 2019 - Classrooms May Soon Shed Dated Desk/Chair Combo
Education Week - April 17, 2019 - 2
Education Week - April 17, 2019 - 3
Education Week - April 17, 2019 - Report Roundup
Education Week - April 17, 2019 - 5
Education Week - April 17, 2019 - Mismatch Seen Between Science Tests And Coursetaking
Education Week - April 17, 2019 - 7
Education Week - April 17, 2019 - Studies Show How Schools Hinder Or Help Gifted Students
Education Week - April 17, 2019 - How Teachers Fund Their Classrooms
Education Week - April 17, 2019 - Meet the Moms in the Front Lines Of the Latest Reading Wars
Education Week - April 17, 2019 - 11
Education Week - April 17, 2019 - 12
Education Week - April 17, 2019 - 13
Education Week - April 17, 2019 - States’ Progress Uneven in K-12 Funding Battles
Education Week - April 17, 2019 - DeVos Mends Fences With Chiefs, Faces Critics in Congress
Education Week - April 17, 2019 - 16
Education Week - April 17, 2019 - 17
Education Week - April 17, 2019 - John Waldron: From Teaching U.S. Government to Living It
Education Week - April 17, 2019 - Eugene Butler Jr.: Why a Culturally Responsive Curriculum Works
Education Week - April 17, 2019 - Letters
Education Week - April 17, 2019 - 21
Education Week - April 17, 2019 - TopSchoolJobs Recruitment Marketplace
Education Week - April 17, 2019 - 23
Education Week - April 17, 2019 - Gregory J. Cizek: Common Core-ruption: The Gulf Between Large-Scale and Classroom Assessment
Education Week - April 17, 2019 - CW1
Education Week - April 17, 2019 - CW2
Education Week - April 17, 2019 - CW3
Education Week - April 17, 2019 - CW4
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