The Importance of Incorporating the Science of Reading and Phonics for Older Struggling Readers
Reading is one of the most fundamental skills required for success in academics and
The Science of Reading
The Science of Reading is a body of research that spans several decades, drawing from fields like neuroscience, cognitive psychology, and linguistics (Seidenberg, 2017). This research demonstrates that skilled reading is not a purely visual process but involves connecting letters and groups of letters to sounds and words (Gabrieli, 2009). For struggling readers, especially those who have not been exposed to systematic phonics instruction in their early years, this connection is often weak or fragmented.
Why Phonics Matters
Addresses the Root of Reading Difficulties: Studies have shown that many older struggling readers have gaps in their phonemic awareness and phonics skills, which means they struggle with recognizing the sounds in spoken words and connecting those sounds to letters (Moats, 2004).
Fosters Decoding Skills: Phonics helps readers decode unfamiliar words, facilitating vocabulary growth and reading comprehension (National Reading Panel, 2000).
Builds Confidence: For older students, repeated failures in reading can dent their self-esteem. Systematic phonics instruction can provide these learners with the tools they need to successfully decode words, leading to increased confidence and motivation to read.
Addressing the Myths
There are misconceptions about teaching phonics to older students. Some believe that it's a primary grade skill and that older readers who struggle just need more exposure to text. However, the Science of Reading shows that without foundational phonemic and phonological awareness, simply exposing students to more text does not necessarily improve their reading abilities (Castles, Rastle, & Nation, 2018).
Implementing Phonics for Older Readers
For older struggling readers, phonics instruction might look different than for younger learners. Here's how it can be effectively incorporated:
Diagnostic Assessments: Before diving into instruction, it’s crucial to pinpoint where the gaps in a student's phonics knowledge lie (Kilpatrick, 2015).
Explicit and Systematic Instruction: Interventions should be direct, structured, and sequential, ensuring that students master one set of skills before moving on to the next (Torgesen, 2004).
Age-appropriate Materials: It's essential to use materials that are not only at the student's reading level but also age-appropriate to keep older students engaged.
Practice in Context: After explicit instruction, students should be given opportunities to apply their phonics knowledge within the context of real reading and writing activities (Foorman, Francis, Davidson, Harm, & Griffin, 2004).
Conclusion
As educators, it's our responsibility to ensure that every student has the opportunity to become a proficient reader. By leaning on the Science of Reading and systematically incorporating phonics into instruction for older struggling readers, we can provide them with the skills and confidence they need to thrive.
Resources:
- Science of Reading Phonics ALL STORE ACCESS - Growing Bundle Older Students
- For the “ay” vowel team - "ay" Phonics for Older Students w/ Multi-Syllable Words, Fluency & Comprehension
- For the “ai” vowel team: "ai" Vowel Team for Older Students Multi-Syllable Words Phonics, Comprehension +
- For the “ee”, long /e/ “ea,” and short /a/ "ee", "ea," "ea" Vowel Teams for Older Students: Multi-Syllable Words Phonics
- eigh, ey, ei, ea Long a Vowel Teams/Older Students Phonics w Multi-Syllable Words
- ow Long /o/ Vowel Team for Older Students Multi-Syllable Phonics, Comprehension
- Science of Reading BEGINNING "L" BLENDS - Fluency, Reading Comprehension & More
- "ay" Phonics for Older Students w/ Multi-Syllable Words, Fluency & Comprehension
- "ee", "ea," "ea" Vowel Teams for Older Students: Multi-Syllable Words Phonics
- Intervention: Multi-Syllable Word Unit for Older Students VC/CV - Fluency Plus
- Multi-Syllable Word TASK CARDS for Older Students VC/CV
- Intervention: Multi-Syllable Word Unit for Older Students V/CV - Fluency Plus
- Multi-Syllable Word TASK CARDS for Older Students V/CV
- Multi-Syllable Word TASK CARDS for Older Students VC/V
- Intervention: Multi-Syllable Word Unit for Older Students VC/V - Fluency Plus
References:
Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can’t, and what can be done about it. Basic Books.
Gabrieli, J.D.E. (2009). Dyslexia: a new synergy between education and cognitive neuroscience. Science, 325(5938), 280-283.
Moats, L. C. (2004). Science, language, and imagination in the professional development of reading teachers. National Institute for Literacy.
National Reading Panel (U.S.), & National Institute of Child Health and Human Development (U.S.). (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.
Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Wiley.
Torgesen, J. K. (2004). Lessons learned from research on interventions for students who have difficulty learning to read. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 355-382). Paul H. Brookes.
Foorman, B. R., Francis, D. J., Davidson, K. C., Harm, M. W., & Griffin, J. (2004). Variability in text features in six grade 1 basal reading programs. Scientific Studies of Reading, 8(2), 167-197.
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