Reading part three: set up to succeed with phonics, and only phonics, first

Now is the time for education consumers to grab the reins of “local control “and get on the right path first, with phonics.

Brain imaging confirms reading English fluently is a left-brain activity. When reading is effectively taught, areas on the left side of the brain operate separately but cooperate to convert letters into sounds, and the sounds into words. Accurate sounding-out creates the firm brain links necessary for fluent reading. The neural model of the word that is built specifies pronunciation, spelling and meaning. Practice makes permanent. Some children need more repetitions than others. This process is easiest up to age six. (K. Hempenstall 2006, What Brain Research Can Tell Us About Reading Instruction)

When the brain is first taught phonics exclusively, the letter-sound-word connections are firmly linked in the brain to the point of automaticity. When eyes see the word that has been built in the brain by the letter-sound method, the correct recognition of the word is instant. The phonics-trained child will sound out unfamiliar words and is taught to use a dictionary for reference.

Conversely, whole language instruction, looking at the word as if it were a picture, utilizes the right side of the brain. Memorizing whole words does not build the neural models required for reading.

The child schooled in whole language is taught to guess at the word or attempt to identify the word from pictures on the page or shape of the word. When that child’s eyes see text, the picture side of the brain comes alive. This leaves the child frustrated, confused and failing to learn to read well.

When schools simply “include” phonics or use a “variety” of reading strategies, it is crippling for children. Between the ages of 5-10 the brain goes through a pruning process to erase the neural cells that are underutilized and unconnected.

Since 2004, the percentage of Lincoln Public School students scoring above the national average in reading has dropped 12.75%.  In addition, a whopping 16.27% of LPS students receive special education services.

The ability to read and access information defines our culture. People that have not been taught to read well are forced to be passive. Their options for information are limited to symbols and sound bites generated by others.

Phonics, the process of decoding the English language, is of vital importance to our whole society. Education consumers should demand no less from our schools.