Now More Than Ever, Educators and Learners Deserve “Reading Rights”
The ability to read is a fundamental right
For far too many students, we will soon understand that the last four months of the 2019–20 academic year were essentially lost time. Sure, state assessments were suspended this past spring, but as students return to the classroom, in whatever form it takes, we will witness that too many students who had learning deficiencies in the best of times are even further behind during these trying ones. We will discover that learning and achievement gaps are more significant than they typically are. And we will be forced to accept that too few fourth graders are reading at or above grade level.
Unfortunately, when it comes to literacy skills, our struggles to reach proficiency are nothing new. One can look at decades of student performance data on state and federal assessments and know that we have not been successful in teaching literacy skills to elementary schools, particularly when we look at recent NCES data that shows nearly two-thirds of fourth graders are reading below NAEP proficient levels. These are learning gaps we never make up, despite the best of intentions, as roughly the same numbers of eighth-graders and 12th graders can demonstrate reading proficiency.
Yes, with all we know about cognitive science, with all of the research we have on reading difficulties and how to overcome them, with all of the curricula and products and instructional aids available, we are still failing far too many children when it comes to literacy instruction. With everything that has been documented and studied and restudied and analyzed when it comes to scientifically based reading, we are still not providing young learners with the most necessary skill needed to succeed in school and in life.
Earlier this year, after a multi-year legal fight, parents in Detroit were finally told by a federal court that learning to read was a constitutional right. While the ruling was quite narrow, it clearly noted that “the Constitution provides a fundamental right to a basic minimum education.” And how can anyone say literacy is not part of a basic minimum education in the United States?
It’s been 20 years since the National Reading Panel released its groundbreaking report, “Teaching Young Children to Read,” which documented the strongest of research when it comes to the science of reading. Despite this research, too many elementary school teachers remain poorly equipped to use the findings in their classrooms, and instructional materials continue to be used that do not reflect what is proven effective.
The gaps and the struggles are likely only going to grow worse if the coming school year is a repeat or a poor sequel to the emergency spring term so many learners endured earlier this year. Anyone who has ever worked with a struggling reader knows that the continuation of emergency “virtual” education or even hybrid learning makes the acquisition of literacy skills even harder than normal. As we face the reality of a school year where most students will not come anywhere close to spending 180 days in a traditional classroom, and will likely only get a fraction of traditional learning from their homes, it is time to rethink how we approach the teaching and learning of reading. And that rethinking begins by recognizing the needs of classroom literacy educators and calling for “Reading Rights” for educators and for learners.
For classroom teachers, these rights should include:
- Every teacher has the right to proper preparation in practices that are based on scientific research.
- Every teacher has the right to adequate materials that support the research principles.
- Every teacher has the right to adapt instruction to meet the diverse strengths and weaknesses of children.
- Every teacher has the right to a supportive structure and environment that is coherent, systematic, and allows ample instructional and collaboration time.
- Every teacher has the right to continued in-service professional development that ensures they have the skills and support necessary to produce the highest student achievement possible.
For the students in elementary school classrooms today, and for the families that seek a stronger public education from their community schools, these rights should include:
- Every child has the right to properly prepared and supported teachers who understand the most effective way to teach reading.
- Every child deserves to be taught with methods that are based on proven research.
- Every child should be given the opportunity to learn phonemic awareness, phonics, how to become fluent, increase his/her vocabulary, and comprehend written language.
- Every child has the right to instruction that is based on a continuous measure of progress.
- Every child has the right to become a successful reader.
The coronavirus era is now forcing educators to rethink, reconsider, and re-envision teaching and learning as we know it. It means acknowledging that how we taught in the past might not work in the future. And it means redoubling our efforts to ensure that those learners who are falling behind in the classroom — be it virtual or traditional — have the chance to catch up, and catch up quickly.
We should all agree that the ability to read is a fundamental right. And if we agree to that, we should also commit to those basic rights that all educators and learners hold to fulfill that right. If we believe in the value of literacy, if we believe that all fourth graders should be reading at grade level, and if we believe in the science of reading, then we must commit to Reading Rights.
