Several years ago while preparing the first edition (2013) of De-testing and De-grading Schools: Authentic Alternatives to Accountability and Standardization, I came to know Peter DeWitt as a highly praised principal who wrote in that volume about no testing week at his school.
His work and career have shifted since then, but I have remained in contact through his public writing. Coinciding with a mostly fruitless Twitter debate about how the media continues to misrepresent the challenges and realities of teaching reading, then, I was strongly drawn to DeWitt’s 3 Reasons I Do Not Engage In Twitter Debates.
Much of his examination of the paradox that is social media is extremely compelling to me; his three reasons, in fact, resonate powerfully: They’re rarely about common understanding, they make you look really crazy to onlookers, and he’s not good at them.
When I find myself crossing (foolishly) DeWitt’s pointed line, I try to justify the effort by this (mostly idealistic and probably misguided) justification: Making a nuanced and detailed case, even through the limitations of Twitter, will likely not persuade the Twitter thread members, but can provide a platform for learning to those observing the discussion.
However, I find DeWitt’s conclusions hold fast, and thus, offering here the details and the nuance has a better, although also limited, potential for changing the dialogue and reaching more understanding.
Instead of providing yet another discrediting of yet another media misrepresentation of the “science of reading” (see some of that work listed below), I want to offer here a checklist for those who want to navigate the media coverage in an informed and critical way.
Mainstream media education journalism is routinely bad because of some broad problems inherent in journalism: journalists tend to be generalists and media assume a journalist can and should cover specialized fields, journalism remains bound to a “both sides” coverage of topics that misrepresents the actual balance of evidence in those specialized fields, and as I outline below, mainstream media tend to be trapped in a sort of presentism that lacks historical context.
Below with additional sources to support and illuminate the problems is a checklist for navigating mainstream media’s coverage of the “science of reading”:
Mainstream media’s errors in science of reading include the following:
[ ] Misrepresenting balanced literacy (BL), whole language (WL) to discredit them. To evaluate media coverage of reading instruction, know that reading ideologies such as balanced literacy and whole language suffer very complex realities. First, as links below detail, even when teachers or schools claim to be implementing BL or WL, there is ample evidence that traditional and more isolated practices are actually in place. Second, and extremely important to the current and historical versions of the reading wars, both BL and WL recognize and endorse a significant place for phonics instruction in early literacy; as Stephen Krashen explains pointedly: “Zero Phonics. This view claims that direct teaching is not necessary or even helpful. I am unaware of any professional who holds this position.”
Whole Language and the Great Plummet of 1987-92, Stephen Krashen
[ ] Misrepresenting the complex role of phonics in reading in order to advocate for phonics programs. Related to the first point above, phonics advocacy tends to suggest falsely that some literacy experts support no phonics instruction and that all children must receive systematic intensive phonics instruction; these extreme polarities distort, ironically, what the broad and complex research base does show about how children learn to read as well as the role of phonics in that process.
To read or not to read: decoding Synthetic Phonics, Andrew Davis
Stephen Krashen: Literacy: Phonemic Awareness and Phonics
The Literacy Crisis False Claims Real Solutions, Jeff McQuillan
[ ] Lacking historical context about the recurring “reading wars” and the false narratives of failing to teach children to read. The media, the public, and political leaders have chosen a crisis narrative for teaching reading throughout the twentieth and into the twenty-first century. That framing as crisis has mostly obscured both the problems that do stunt effective reading instruction and the complex nature of teaching reading as well as the current research base on teaching and literacy development.
Research in Language (1947), Lou LaBrant
[ ] Overemphasizing/ misrepresenting National Reading Panel (NRP) value, ignoring it as a narrow and politically skewed report. A central component of No Child Behind was the NRP; however, as a key member of the panel has detailed, that report was neither a comprehensive and valid overview of the then-current state of research on teaching reading nor a foundational tool for guiding reading practices or policy. Yet, media coverage routinely references the NRP as gold-standard research and laments its lack of impact (although the NRP report did spawn a disturbing scandal concerning federal funding and textbook adoptions).
Did Reading First Work?, Stephen Krashen
[ ] Citing bogus reports from discredited think tanks such as NCTQ. Well over a decade ago, Gerald Bracey warned about the growing influence of agenda-driven think tanks aggressively promoting reports before they are peer reviewed; since the mainstream media and most journalists are under-funded and overworked, press-release journalism has become more and more common, especially regarding education and often in terms of how so-called research is framed for the public. With the recent focus on the “science of reading,” the scapegoat of the day is teacher education; the narrative goes that teachers today do not know the science of reading because teacher education programs do not teach the science of reading. Often as proof, the mainstream media resorts to anecdote (they talk to a teacher or two who claims not to have been taught the science of reading) and citing bogus reports masquerading as research—notably the work of NCTQ, a think-tank that has aggressively and falsely attacked teacher education in report after report using slip-shod methods and devious processes to gather the data claim to analyze.
GUEST POST by Peter Smagorinsky: Response to the new NCTQ Teacher Prep Review
[ ] Scapegoating teacher education while ignoring two greatest influences on reading: poverty and reading programs adopted to comply with standards and high-stakes testing. There is ample room to criticize teacher education, particularly focusing on the problems with credentialing and the flaws inherent in the accreditation process, but the current media urge to blame teacher education for either how reading is taught or the errors in how reading is taught distracts from some hard facts about measurable reading achievement: first, standardized testing of all kinds are more strongly correlated with socio-economic and out-of-school factors than either teacher, teaching, or school quality; and this blame-teacher-education narrative glosses over that almost all reading instruction in U.S. public schools is mandated by standards, high-stakes testing, and adopted reading programs regardless of what teachers learned in their certification program.
Teachers Matter, But So Do Words | Shanker Institute
Masquerading (1931), Lou LaBrant
[ ] Conflating needs of students with special needs and needs of general population of students. The genesis of the most recent version of the reading wars that focuses on the “science of reading” appears to be grounded in a growing advocacy for children either not diagnosed or misdiagnosed for issues related to dyslexia. Parents of those children have been very politically active, and while their concerns for children with special needs are valid, the media and politicians have overreacted to that narrow issue and over-generalized the needs of those students to all students. This advocacy has also run roughshod over the actual and more nuanced research base on dyslexia itself. In short, parents advocating for their children should be honored and heard, but parents should not be driving reading instruction or reading policy.
[ ] Emphasizing voices of cognitive scientists over literacy professionals. Two common patterns in media coverage of education and specifically reading are that journalists perpetuate both a gender and a discipline bias in whose voices are highlighted; notably, mostly men who are cognitive scientists are used to drive the agenda while women who are literacy practitioners and scholars are either ignored, marginalized as “critics,” or scapegoated as misguided advocates of BL or WL.
[ ] Trusting silver-bullet, one-size-fits-all claims about teaching and learning. Fundamentally, the historical and current flaw in the reading wars, even one framed as the “science of reading,” is that phonics advocacy reaches for “all students must have systematic intensive phonics programs,” buoyed recently by “but intensive phonics programs won’t hurt any students.” However, all teaching and learning proves to be far more complex that these claims. If we return to BL as a reading philosophy, we can emphasize that each child (not all children) should receive the type and amount of direct phonics instruction they need to begin and then grow as readers; that type and amount is difficult to prescribe, and often children are mis-served when systematic phonics programs are adopted because fidelity to the program typically trumps the actual goal of reading instruction, eager and autonomous readers. When a child is mandated to complete a phonics program, regardless of that child’s needs, that time would have been much better spent with the child reading by choice; therefore, systematic phonics do in fact harm students when they are implemented as “all students must.”
[ ] Feeding a false narrative blaming teachers and teacher educators both of whom are deprofessionalized /powerless in accountability structures. There are some dirty little secrets about education that discredit much of how media cover teaching and learning: as noted above, measurable teacher impact on student learning is quite small; teachers are mostly complying with mandates, and not making instructional or assessment decisions; and teacher educators have very little impact on how teachers implement teaching once they are in the classroom and required to conform to the mandates linked to standards and high-stakes testing.
- Evidence v. Advocacy in Teaching Reading: “We Should Not Mistake Zeal for Warrant”
- The Big Lie about the “Science of Reading” (Updated)
- Two Threads on Reading
- What Shall We Do About Reading Today?: Looking Back to See Now More Clearly
- “A case for why both sides in the ‘reading wars’ debate are wrong — and a proposed solution” Is 50% Wrong
- Parent Advocacy and the New (But Still Misguided) Phonics Assault on Reading
- The Enduring Influence of the National Reading Panel (and the “D” Word)
- URGENT: Media Misreading the Reading Crisis Yet Again
This blog post has been shared by permission from the author.
Readers wishing to comment on the content are encouraged to do so via the link to the original post.
Find the original post here:
The views expressed by the blogger are not necessarily those of NEPC.