The Albert Shanker Institute is talking with educators and school leaders daily. Our conversations range from attention-grabbing issues of the moment to long-range plans to strengthen and improve teaching and learning. Throughout the pandemic we have featured the voices of practitioners and earlier this fall we also renewed the Albert Shanker Institute’s commitment to strengthening reading instruction and literacy. We recognize our schools are currently being asked to accomplish the enormous task of keeping schools and communities safe and healthy from COVID—including improving air circulation and revamping physical plants without disrupting classroom instruction, fill perennial hard-to-staff positions, provide nutritional and community support to students and families, and address interrupted learning. Everything must be read in consideration of a productive path forward as we work collectively to meet the needs of students.
Today’s guest blog post from Sarah L. Woulfin (The University of Texas at Austin) and Rachael Gabriel (University of Connecticut) is no different. The deep ideas of structural change (and the infrastructure that must be addressed) offer a path forward that is collaborative, effective and research-based. The authors provide certainty and confidence in a time when we could use both. Rather than bounce from quick, one-time fixes, we need to pause to redesign teaching and learning going forward. Our students deserve our most thoughtful work.
From Why Johnny Can’t Read, to the Reading Wars and Reading First, to the Science of Reading, multiple constituents—from policymakers and journalists to district leaders and parents—have spelled out problems in teachers’ reading instruction and students’ reading achievement. Concerns about reading instruction, with attempts to convert schools towards evidence-based practice, are not new. Proponents of the “Science of Reading” (SOR) now concentrate on the necessity of teachers covering particular strands of reading instruction and using particular instructional methods (e.g., phonics, explicit instruction, and systematic teaching of foundational skills) (Barnes, 2016; Brady, 2011; Hanford, 2018). They apply assumptions that specific content is not being taught in preferred ways because of deficits in teacher knowledge or the absence of appropriate instructional materials (Korbey, 2020; Lyon & Chhabra, 2004). Therefore, much of the SOR discourse hones in on individuals over systems and structures.