From the study guide, Chapter 5, “Developing Professional Knowledge”
Given that the “science of reading” has determined how reading may and may not be taught in many states and, even, around the world, what is your current understanding of this debate, and what impact has it had on your teaching, learning, and leading?
Discuss what you can reasonably do to advocate for and apply a variety of evidence based, principled practices even while complying with a rigid mandate.
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In Wisconsin, legislation is taking away local control from districts and teachers to make professional decisions for what their students need. For context, Wisconsin is a local control state, the birthplace of unions. So to legislate classrooms is not the norm. When I have pushed back with our local politicians, I either hear nothing or receive defensive reactions such as trying to use test scores as the reason for these laws. I see state laws that limit how teachers can teach or what books we can bring into classrooms as another unfortunate step toward eroding the professional trust and confidence in educators. What I am doing is sharing resources and strategies with colleagues on how to take control of their own narratives through evidence-based practices such as action research and reflective writing.
Matt, this is SO important at a time when many states face this same tragic reality you describe in Wisconsin. I love your message here. We must create a FLOOD of the best possible resources that are coming out (like the ILA article I shared above) and we must be a continuous voice of reason in a time where reason is in short supply.
I keep hearing the word "ROGUE" from teachers who are being told that they MUST adhere to the law without veering. While I know it may feel that way to be in the thick of it, it's our responsibility to find ways to put kids first at a time when we put them last with laws that tell teachers they cannot make choices. There are many ways to do that within the day to day in-the-moment decisions that we make in the heart of teaching. Children have always been at the center of what we do and if we tell teachers not to use their research informed knowledge and act on it - then we erase the teacher from the equation and do great harm to kids by removing them as our centerpiece!
Matt, what was most upsetting in this entire process of how ACT20 in Wisconsin was put into law was the fact that just prior to this whole deal, Dr. Underly had tried to assert herself into a local control issue in a district and was promptly "put in her place" by the school board members in that district, she apologized saying something to the effect of not meaning to usurp local control, yet in the case of ACT20, the local control issue wasn't even up for discussion.
The process was rushed, it was passed through both the assembly and the house within a two week period. The language in ACT20 is contradictory in many places. Such a shame. Had multiple stakeholders been involved Wisconsin could have created something truly wonderful for students.
I remember this "process" and can still recall my own frustration over the lack of opportunity for input. We cannot abide by rules and adhere to shared values only some of the time. This is a reason why there is such a lack of trust in some of our elected officials.
As I was thinking about this question, I was drawn back to chapter 5 in Regie's wonderful book. On page 111 she writes, "Start with doing what you can within your own classroom and setting to improve teaching and learning. For example, even with a mandated program, choose and use only the parts that are applicable for your groups of students. Be quietly subversive when necessary. Keep in mind we need to raise compassionate citizens who bring high intellectual habits and critical thinking to deal with society's complex problems and political crises. We cannot waste brilliant minds on bits and pieces of "stuff" and egregious, time-wasting activities."
Her words are so important at a time when education has become a dictatorial space. Now more than ever we must remember that we DO have choices and that the choices we make based on our knowledge of research and the children in front of us and what they need most at that time as evidenced by our deep knowledge of who they are as learners AND humans are the most powerful determinants of their success - and how they view literacy in the future. It seems only right then to close with this quote on that same page:
"As we know, teaching well is not just about technique; it's about integrity and compassion, engaging hearts and minds, and questioning what doesn't work or make sense." How can we engage their hearts and minds if we cannot engage our own? And that only happens when we are present and committed decision makers!
Yes! What's your locus of control? I have offered workshops on action research with this question at the center. It resonates with teachers and leaders because it helps them recover their sense of authority, of telling their and their students' own stories.
Thanks for surfacing these quotes from Regie's book Mary. Always compelling to see what other readers take away from a shared text and how they created meaning from it plus their experiences.
I am feeling like...action research is one of the only thing that might assist teachers in either holding on to, or recovering, their autonomy in regard to teaching in states that have mandated laws such as the one in Wisconsin.
Action research is powerful. It needs to also be accessible. My sessions at the 2024 WSRA Conference this year will help teachers start to engage in this work.
That's so wonderful Matt!: "recover their sense of authority, of telling their and their students' own stories." It was a pleasure to go back into the book. I could easily quote every page so the hard part is picking one that fits MOST!
Telling stories IS critical. In fact, it's how most of this legislation took hold. Sadly, it was stories about how teachers weren't teaching kids to read, and the creation of a very well funded monolith about teachers and schools coupled with misinformation and disinformation campaign. #Followthemoney
Teachers need to tell their stories too. The ones that highlight those kids for whom phonics doesn't work, the ones for whom education is hard, not because they have a different way of learning, but because they are dealing with so much trauma that they can't wrap their head around the importance of learning. For those, the relationships and authentic love from grownups must be paramount before any learning is going to take place.
Yes, even with a mandated program there are ways to infuse literacy learning opportunities throughout the day. Think of how to integrate the skills and strategies your diverse learners need and integrate them into math, science and social studies.
It concerns me that some educators are all in for the "easy button" Tell me what to say, read, do, and I'll do it. If the kids don't succeed it isn't my fault, I did what the program said. Recently, a colleague was at a workshop and the leader of the workshop vehemently announced to everyone in the room that it wasn't their fault they had been taught to teach reading incorrectly. I mean! That comment alone was demeaning and overall unprofessional. But it's the comment that led me to think..."oh my goodness" It's literally a "way out" for some teachers. Sad. How does this mentality help our students?
Anytime I hear that phrase, that it wasn't teachers fault they weren't taught to teach reading correctly, I want to roll my eyes and shake my head. I concur with out this comes across as demeaning and unprofessional. I try to remind myself that this is a talking point some have been encouraged to repeat. They've been sold a story.
Considering this question, it seems appropriate to include the new brilliant open access ILA article: Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading written by Catherine Compton-Lilly, Lucy K. Spence, Paul L. Thomas, Scott L. Decker (link below)
"Given the diversity of learners and the complexity of reading, it is impossible to justify a simple or single approach to teaching reading. While inconvenient and difficult to market, there is no program or product that will teach all children to read. Phonics is essential but not enough. The onus remains on teachers who must use formative assessment and careful observation to attend to individual readers and design instructional activities that will help children flourish as readers."
At the very end of the article they give a wonderful TAKE ACTION list. Let's not forget the last one on that list: "When needed, and when possible, shut your door and teach children."
Before I took a break from Twitter, I saw this article making the rounds online. Thank you for bringing it to our attention, Mary. It seems aligned with what Regie is suggesting to educators: empowering oneself and finding a sense of agency in these challenging times.
The ILA article a super helpful. Well written and covers the gamut. It needs to be circulated widely.
In the past couple of days on social media I have seen posts and full on articles refuting "No one is saying phonics only." And pushing again, bits and pieces of data, and/or "research" but never able to actually "show" said research. This morning I read an article where they quoted the above and called it a straw man argument. The article went on to say that the science of reading includes 5 pillars, comprehension was included, yada yada. My point is... there are folks out there who are pushing this narrative that the decades of empirical, peer reviewed research is wrong, inaccurate, what have you. The NAEP report in the article I mentioned is taken out of context, as it usually is... UNFORTUNATELY, what these zealots can't seem to wrap their heads around, or maybe don't actually care, I'm not certain... is that the LAWS being adopted across the nation DO privilege phonics first. IF that wasn't the intent, then perhaps more time and delicacy should have been taken when the laws were written. Intent means squat when law trumps. Language matters, and the language in these bills privileges phonics and bans cueing. Every single human uses cueing to read. It's craziness. I'm attaching the article here, because I think it is critical that we follow what SoR advocates are pushing out into the media. https://fillingthepail.substack.com?utm_source=navbar&utm_medium=web&r=2mhh0s
"No one is saying phonics only." Maybe they are not saying it, but they are certainly communicating it. I've only listened to the first two episodes of Sold a Story (I have to take breaks to allow myself to calm down). Phonics-first is the only case Hanford seems to make.
I know!!! It's infuriating. So many ignorant and just uninformed comments that get ones blood pressure elevated! And ACT20 clearly privileges phonics over any other literacy instruction.
I've yet to see anyone read a beautiful written fully research supported article like this and acknowledge the actual points. Instead, the response is more about refuting what doesn't support SoR. It's part of this crazy attack process but I truly believe that we will come out on the other side as we have in the past. But that makes it even more important to share these things and share often. Between these kind of articles and Regie's book... I am feeling hopeful again!
The phonics insurrection in 1996 in California resulted in legislation of the ilk of the Wisconsin law of today; this decision was made by politicians with naive understanding of reading and writing spurred on by a well connected grandmother whose grandson was struggling with reading. The problem facing teachers today is much more intense because 47 states now have these laws, and they are tangled up in the blindness and hegemony of MAGA ideology. Legislation rooted in MAGA at the federal level failed in 2021 which would have opened the floodgates of dyslexia diagnoses, disconnecting the “condition” from a brain-based cause, the crème de La crème of learning disabilities, putting further downward pressure on transforming the role of the teacher into the role of a medical technician giving out “doses” of instruction. This problem is cultural, historical, ethical, and political, not technical, revealing a deep public distrust of schooling probably growing out of decades of unequal and unjust distribution of resources and outcomes. The SoR movement has won this round. Teachers will have a hard time regaining the upper hand by closing their doors and teaching incognito. They will need to open their doors and work together across district and state lines to get these laws rescinded. It feels like a local issue handled by local control. But it is bigger, more insidious.
Thanks Terry for this helpful perspective. I especially appreciate the information about federal legislation and what might have been. You are so right about this challenge being beyond a technical one. It reminds me of the conversation with Michiko Hikida and Leah Durán, and their observations visiting schools with different levels of affluence: https://readbyexample.substack.com/p/making-sense-of-readings-forever#details
Such a timely question. My current understanding of this debate is that it is exhausting and so so so unnecessary. Are there teachers who may not know how to educate children to read. Sure. Just as there are people in every profession and every walk of life that might need a little lifting in their department of expertise. But are ALL schools and ALL teachers negligent in teaching children to read. NO!
I have spent countless hours writing testimony, testifying at the capital, pushing against the fray...and I am tired.
The data continues to be misinterpreted and the story of the "Simple View of Reading" is alluring to those that simply do not understand the complexities of teaching a child to read. Those creating the laws are most often people whom have never sat next to a child in a classroom and taught them to read. The term "Science" sounds good. (Yes, legislators in my state of Wisconsin actually said that.) Legislators were paid a visit in the spring by the Lexia lobbyist. Therefore it should be no surprise then that Lexia is named in the law as the vendor of choice.
Well funded by vendors and think tanks, SoR organizations are flooding social media the newspapers with their messaging that children aren't being taught to read. That schools have failed them, and that only they, the SoR people have the answer. It's simple, and the science is settled. The more the message saturates the headlines, the more people believe it must be true. Say it enough, people will believe it. But it isn't true. The science is not settled, as science rarely is. There are a few SoR advocates who have started to push back too, saying that they are concerned that things have been taken too far, the laws becoming to restrictive. But alas, in many states, like mine. It's too late. The law is already in place.
What to do, what to do...
I can, and will continue to advocate for teachers as discerning professionals. Teachers know their students best, and they understand that their students are not homogenous. Children in one area of the state, even in one district within the state, have different lived experiences that play a leading role in their learning. Teaching students to read is a complex process that requires a comprehensive, responsive approach, honoring the diverse and unique needs of our students. This includes honoring their culture, identity, and humanity. It includes teaching from an asset mindset, meeting each child where they are, and allowing them a voice in their learning path. They deserve no less.
"Teaching students to read is a complex process that requires a comprehensive, responsive approach, honoring the diverse and unique needs of our students. This includes honoring their culture, identity, and humanity. It includes teaching from an asset mindset, meeting each child where they are, and allowing them a voice in their learning path. They deserve no less."
You could print these words on paper, post it by your desk, and read them to yourself every day to affirm the good work you are doing for your students, Ryanne!
Update that I just learned from the DPI Early Literacy Curriculum Committee's meeting this evening. Wisconsin is a local control state. The list is only a recommendation. Districts do not have to purchase from the mandated list unless they apply for and receive a grant from DPI.
In Wisconsin, legislation is taking away local control from districts and teachers to make professional decisions for what their students need. For context, Wisconsin is a local control state, the birthplace of unions. So to legislate classrooms is not the norm. When I have pushed back with our local politicians, I either hear nothing or receive defensive reactions such as trying to use test scores as the reason for these laws. I see state laws that limit how teachers can teach or what books we can bring into classrooms as another unfortunate step toward eroding the professional trust and confidence in educators. What I am doing is sharing resources and strategies with colleagues on how to take control of their own narratives through evidence-based practices such as action research and reflective writing.
Matt, this is SO important at a time when many states face this same tragic reality you describe in Wisconsin. I love your message here. We must create a FLOOD of the best possible resources that are coming out (like the ILA article I shared above) and we must be a continuous voice of reason in a time where reason is in short supply.
I keep hearing the word "ROGUE" from teachers who are being told that they MUST adhere to the law without veering. While I know it may feel that way to be in the thick of it, it's our responsibility to find ways to put kids first at a time when we put them last with laws that tell teachers they cannot make choices. There are many ways to do that within the day to day in-the-moment decisions that we make in the heart of teaching. Children have always been at the center of what we do and if we tell teachers not to use their research informed knowledge and act on it - then we erase the teacher from the equation and do great harm to kids by removing them as our centerpiece!
Rogue, yes, and a "positive deviant" as Regie has referred to it. Fidelity to the students as well as to the spirit of the external expectations.
ALWAYS!
Matt, what was most upsetting in this entire process of how ACT20 in Wisconsin was put into law was the fact that just prior to this whole deal, Dr. Underly had tried to assert herself into a local control issue in a district and was promptly "put in her place" by the school board members in that district, she apologized saying something to the effect of not meaning to usurp local control, yet in the case of ACT20, the local control issue wasn't even up for discussion.
The process was rushed, it was passed through both the assembly and the house within a two week period. The language in ACT20 is contradictory in many places. Such a shame. Had multiple stakeholders been involved Wisconsin could have created something truly wonderful for students.
I remember this "process" and can still recall my own frustration over the lack of opportunity for input. We cannot abide by rules and adhere to shared values only some of the time. This is a reason why there is such a lack of trust in some of our elected officials.
Yes, I agree on ALL your points.
As I was thinking about this question, I was drawn back to chapter 5 in Regie's wonderful book. On page 111 she writes, "Start with doing what you can within your own classroom and setting to improve teaching and learning. For example, even with a mandated program, choose and use only the parts that are applicable for your groups of students. Be quietly subversive when necessary. Keep in mind we need to raise compassionate citizens who bring high intellectual habits and critical thinking to deal with society's complex problems and political crises. We cannot waste brilliant minds on bits and pieces of "stuff" and egregious, time-wasting activities."
Her words are so important at a time when education has become a dictatorial space. Now more than ever we must remember that we DO have choices and that the choices we make based on our knowledge of research and the children in front of us and what they need most at that time as evidenced by our deep knowledge of who they are as learners AND humans are the most powerful determinants of their success - and how they view literacy in the future. It seems only right then to close with this quote on that same page:
"As we know, teaching well is not just about technique; it's about integrity and compassion, engaging hearts and minds, and questioning what doesn't work or make sense." How can we engage their hearts and minds if we cannot engage our own? And that only happens when we are present and committed decision makers!
Yes! What's your locus of control? I have offered workshops on action research with this question at the center. It resonates with teachers and leaders because it helps them recover their sense of authority, of telling their and their students' own stories.
Thanks for surfacing these quotes from Regie's book Mary. Always compelling to see what other readers take away from a shared text and how they created meaning from it plus their experiences.
I am feeling like...action research is one of the only thing that might assist teachers in either holding on to, or recovering, their autonomy in regard to teaching in states that have mandated laws such as the one in Wisconsin.
Action research is powerful. It needs to also be accessible. My sessions at the 2024 WSRA Conference this year will help teachers start to engage in this work.
Yes! I am so happy that you will be presenting on this topic at WSRA in February.
That's so wonderful Matt!: "recover their sense of authority, of telling their and their students' own stories." It was a pleasure to go back into the book. I could easily quote every page so the hard part is picking one that fits MOST!
Telling stories IS critical. In fact, it's how most of this legislation took hold. Sadly, it was stories about how teachers weren't teaching kids to read, and the creation of a very well funded monolith about teachers and schools coupled with misinformation and disinformation campaign. #Followthemoney
Teachers need to tell their stories too. The ones that highlight those kids for whom phonics doesn't work, the ones for whom education is hard, not because they have a different way of learning, but because they are dealing with so much trauma that they can't wrap their head around the importance of learning. For those, the relationships and authentic love from grownups must be paramount before any learning is going to take place.
Beautifully said, "For those, the relationships and authentic love from grownups must be paramount before any learning is going to take place."
Yes, even with a mandated program there are ways to infuse literacy learning opportunities throughout the day. Think of how to integrate the skills and strategies your diverse learners need and integrate them into math, science and social studies.
It concerns me that some educators are all in for the "easy button" Tell me what to say, read, do, and I'll do it. If the kids don't succeed it isn't my fault, I did what the program said. Recently, a colleague was at a workshop and the leader of the workshop vehemently announced to everyone in the room that it wasn't their fault they had been taught to teach reading incorrectly. I mean! That comment alone was demeaning and overall unprofessional. But it's the comment that led me to think..."oh my goodness" It's literally a "way out" for some teachers. Sad. How does this mentality help our students?
Anytime I hear that phrase, that it wasn't teachers fault they weren't taught to teach reading correctly, I want to roll my eyes and shake my head. I concur with out this comes across as demeaning and unprofessional. I try to remind myself that this is a talking point some have been encouraged to repeat. They've been sold a story.
These are confusing times indeed Ryanne, but I love that you are still out there doing the important work in honor of our children.
Thanks. I'm reminded daily of my why. :)
Considering this question, it seems appropriate to include the new brilliant open access ILA article: Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading written by Catherine Compton-Lilly, Lucy K. Spence, Paul L. Thomas, Scott L. Decker (link below)
"Given the diversity of learners and the complexity of reading, it is impossible to justify a simple or single approach to teaching reading. While inconvenient and difficult to market, there is no program or product that will teach all children to read. Phonics is essential but not enough. The onus remains on teachers who must use formative assessment and careful observation to attend to individual readers and design instructional activities that will help children flourish as readers."
At the very end of the article they give a wonderful TAKE ACTION list. Let's not forget the last one on that list: "When needed, and when possible, shut your door and teach children."
https://ila.onlinelibrary.wiley.com/doi/10.1002/trtr.2258?fbclid=IwAR3CNrQWKsuXC4buupfGiWeEXwZbMUkOd7O_C1z0Ugnd8ZGzfSQ7xQWsi1Y
Before I took a break from Twitter, I saw this article making the rounds online. Thank you for bringing it to our attention, Mary. It seems aligned with what Regie is suggesting to educators: empowering oneself and finding a sense of agency in these challenging times.
I sent it to her and she loved it. Yes, very much aligned!
The ILA article a super helpful. Well written and covers the gamut. It needs to be circulated widely.
In the past couple of days on social media I have seen posts and full on articles refuting "No one is saying phonics only." And pushing again, bits and pieces of data, and/or "research" but never able to actually "show" said research. This morning I read an article where they quoted the above and called it a straw man argument. The article went on to say that the science of reading includes 5 pillars, comprehension was included, yada yada. My point is... there are folks out there who are pushing this narrative that the decades of empirical, peer reviewed research is wrong, inaccurate, what have you. The NAEP report in the article I mentioned is taken out of context, as it usually is... UNFORTUNATELY, what these zealots can't seem to wrap their heads around, or maybe don't actually care, I'm not certain... is that the LAWS being adopted across the nation DO privilege phonics first. IF that wasn't the intent, then perhaps more time and delicacy should have been taken when the laws were written. Intent means squat when law trumps. Language matters, and the language in these bills privileges phonics and bans cueing. Every single human uses cueing to read. It's craziness. I'm attaching the article here, because I think it is critical that we follow what SoR advocates are pushing out into the media. https://fillingthepail.substack.com?utm_source=navbar&utm_medium=web&r=2mhh0s
"No one is saying phonics only." Maybe they are not saying it, but they are certainly communicating it. I've only listened to the first two episodes of Sold a Story (I have to take breaks to allow myself to calm down). Phonics-first is the only case Hanford seems to make.
I know!!! It's infuriating. So many ignorant and just uninformed comments that get ones blood pressure elevated! And ACT20 clearly privileges phonics over any other literacy instruction.
I've yet to see anyone read a beautiful written fully research supported article like this and acknowledge the actual points. Instead, the response is more about refuting what doesn't support SoR. It's part of this crazy attack process but I truly believe that we will come out on the other side as we have in the past. But that makes it even more important to share these things and share often. Between these kind of articles and Regie's book... I am feeling hopeful again!
The phonics insurrection in 1996 in California resulted in legislation of the ilk of the Wisconsin law of today; this decision was made by politicians with naive understanding of reading and writing spurred on by a well connected grandmother whose grandson was struggling with reading. The problem facing teachers today is much more intense because 47 states now have these laws, and they are tangled up in the blindness and hegemony of MAGA ideology. Legislation rooted in MAGA at the federal level failed in 2021 which would have opened the floodgates of dyslexia diagnoses, disconnecting the “condition” from a brain-based cause, the crème de La crème of learning disabilities, putting further downward pressure on transforming the role of the teacher into the role of a medical technician giving out “doses” of instruction. This problem is cultural, historical, ethical, and political, not technical, revealing a deep public distrust of schooling probably growing out of decades of unequal and unjust distribution of resources and outcomes. The SoR movement has won this round. Teachers will have a hard time regaining the upper hand by closing their doors and teaching incognito. They will need to open their doors and work together across district and state lines to get these laws rescinded. It feels like a local issue handled by local control. But it is bigger, more insidious.
Thanks Terry for this helpful perspective. I especially appreciate the information about federal legislation and what might have been. You are so right about this challenge being beyond a technical one. It reminds me of the conversation with Michiko Hikida and Leah Durán, and their observations visiting schools with different levels of affluence: https://readbyexample.substack.com/p/making-sense-of-readings-forever#details
Such a timely question. My current understanding of this debate is that it is exhausting and so so so unnecessary. Are there teachers who may not know how to educate children to read. Sure. Just as there are people in every profession and every walk of life that might need a little lifting in their department of expertise. But are ALL schools and ALL teachers negligent in teaching children to read. NO!
I have spent countless hours writing testimony, testifying at the capital, pushing against the fray...and I am tired.
The data continues to be misinterpreted and the story of the "Simple View of Reading" is alluring to those that simply do not understand the complexities of teaching a child to read. Those creating the laws are most often people whom have never sat next to a child in a classroom and taught them to read. The term "Science" sounds good. (Yes, legislators in my state of Wisconsin actually said that.) Legislators were paid a visit in the spring by the Lexia lobbyist. Therefore it should be no surprise then that Lexia is named in the law as the vendor of choice.
Well funded by vendors and think tanks, SoR organizations are flooding social media the newspapers with their messaging that children aren't being taught to read. That schools have failed them, and that only they, the SoR people have the answer. It's simple, and the science is settled. The more the message saturates the headlines, the more people believe it must be true. Say it enough, people will believe it. But it isn't true. The science is not settled, as science rarely is. There are a few SoR advocates who have started to push back too, saying that they are concerned that things have been taken too far, the laws becoming to restrictive. But alas, in many states, like mine. It's too late. The law is already in place.
What to do, what to do...
I can, and will continue to advocate for teachers as discerning professionals. Teachers know their students best, and they understand that their students are not homogenous. Children in one area of the state, even in one district within the state, have different lived experiences that play a leading role in their learning. Teaching students to read is a complex process that requires a comprehensive, responsive approach, honoring the diverse and unique needs of our students. This includes honoring their culture, identity, and humanity. It includes teaching from an asset mindset, meeting each child where they are, and allowing them a voice in their learning path. They deserve no less.
"Teaching students to read is a complex process that requires a comprehensive, responsive approach, honoring the diverse and unique needs of our students. This includes honoring their culture, identity, and humanity. It includes teaching from an asset mindset, meeting each child where they are, and allowing them a voice in their learning path. They deserve no less."
You could print these words on paper, post it by your desk, and read them to yourself every day to affirm the good work you are doing for your students, Ryanne!
I think that is a wonderful idea Matt! The statement embodies the mission statement of the Wisconsin State Reading Association.
Update that I just learned from the DPI Early Literacy Curriculum Committee's meeting this evening. Wisconsin is a local control state. The list is only a recommendation. Districts do not have to purchase from the mandated list unless they apply for and receive a grant from DPI.