Do We Over-Complicate Reading Instruction?

Heading into school last weekend, the books I was bringing back tumbled out of my bag and onto the sidewalk. Some nonfiction, a graphic novel, many titles from the Who Was...? series.

Scooping them back into the bag, one of my teachers stepped out of the front doors. "Darn kids and their love for reading," I quipped. "Yeah, what a problem to have," she replied, matching my snark.

My kids have been avid readers from early on. Lots of reading aloud plus time to read and access at home to books have been two of our most promising strategies. Beyond school, they haven't been assessed regarding what "level" they are at; we can see their progression occur naturally in the titles they select to read independently.

Maybe this sounds too simple to replicate in schools or at home (and you could argue that my kids have not had to deal with decoding difficulties). Yet if we were to flip this "it cannot be that simple" argument: Are we as educators over-complicating reading instruction?

I am thinking about the ongoing debate regarding phonics and dyslexia. For sure our efforts to meet the needs of every student from early on shouldn't be trivialized. These are important matters. But we are also talking about a small group of kids that can be supported with early effective intervention if all kids have access to authentic and effective literacy experiences.

The end in mind is clear: developing readers who are independent, self-monitoring and engaged. How we get there is also largely agreed upon. If we can start with what matters most for all students, then it seems more attainable to address the needs of every student.

I'll be writing more this week on the impact that coherent, schoolwide reading instruction can have on all students. Sign up today!