How many phonemes are there in the English language?
How many different ways are there to represent these sounds in written English?
What is the difference between a phoneme and a syllable?
What is a morpheme?
These basic facts about the study of language –and the English language in particular – should be known and understood by all teachers, not just those who teach language as a subject. For teachers of reading they are essential. And there is much, much more to learn; yet how many teachers are even aware of this knowledge, let alone familiar with it? For an overview, we recommend the excellent short book by Professor Louisa Moats whose title we have appropriated for this post.
Moats asserts that “the difficulty of teaching reading has been underestimated” and that teacher preparation courses have not equipped teachers adequately to ensure students succeed in this most essential academic skill. She argues: “The knowledge base for teaching reading is hidden, extensive and complex,” requiring linguistic knowledge of spoken and written English, the characteristics of good reading at different age levels, and the most effective methods of explicit, systematic instruction.
That it was necessary to write such a book tells us something about the alarming problem of children passing through school without learning to read. Given the very large amount of time children spend in education (about 11,000 hours), and the high proportion of children reading well below their age (about 20%), the quality of teaching reading in our schools must be questioned.
Moats asserts that while many children will learn to read regardless of the teaching method used, a significant proportion need systematic, explicit instruction. Measures of reading achievement at the end of primary school suggest that about 20% do not receive such instruction, or not enough of it. The systemic acceptance of this level of failure is the single greatest barrier to all children becoming literate.
When students reach adolescence with unresolved reading problems, the situation has been complicated by their systematic experience of failure. Poor readers have much smaller vocabularies than their more literate peers. Weak guessing strategies need to be unlearned; those decoding skills that students do have are not yet fluent enough for the demands of the curriculum. Feeling less able than their peers, and at risk of humiliation in every lesson that might involve reading, these students often develop patterns of avoidant and escape behaviour. Anxiety about reading can provoke withdrawal into stubborn silence, or outbursts of anger. Teachers and schools respond much more quickly to poor behaviour than to poor reading, and the downward slide has begun.
Students at secondary school facing these issues need much more than punishment, sympathy or a disability label. They need a sharply focused intervention to address the legacy of an education built with limited expertise on weak strategies – a legacy which is entirely avoidable.
For further reading on teacher professional development, see our Professional Reading pages.
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