There's More To It Than Phonics

For years now, literacy instruction has been redefined. We've put phonics at the forefront of our teaching ensuring that students can pull the words off the page. It's fabulous! But what happens after they have the alphabetic code? And how much of the alphabetic code is necessary? When do students begin working on comprehension?

In a world inundated with information, the ability to read effectively is more crucial than ever. This ability takes far more than just phonics instruction and we can't begin comprehension in third grade.

So if there's more to it than phonics, what else is there? Reading is not merely a skill; it is a gateway to knowledge, understanding, and critical thinking - all unconstrained skills necessary to be a strong reader.

1. Enhanced Comprehension:

   Reading comprehension is not a passive process; it requires an active engagement with the text. With a foundation of knowledge, readers can more easily decode unfamiliar words, understand nuanced meanings, and make connections between concepts presented in the text. It seems logical then to say that while phonics instruction creates decoders, knowledge makes decoding easier.

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3. Critical Thinking:

   Knowledgeable readers are better equipped to analyze information critically. They can evaluate arguments, discern biases, and form informed opinions. This critical thinking ability is a byproduct of the rich tapestry of knowledge that readers bring to the reading experience. The dive into critical thinking can go well beyond this short post. We could talk a long time about cognitive processes, but we'll save that for another day.

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5. Vocabulary Development:

   Exposure to diverse content and topics contributes significantly to vocabulary development. Readers with a broad vocabulary are better able to navigate through a variety of texts, making the reading experience not only more enjoyable but also more intellectually stimulating.

In the words of Levar Burton, "Don't take my word for it." The other side of the story beyond phonics comes with support from names far bigger than mine! Daniel Willingham, a cognitive psychologist and professor of psychology, emphasizes the inseparable connection between reading comprehension and background knowledge. In his book (which everyone should read), "Why Don't Students Like School?" he argues that reading is not a set of skills applied in isolation but rather a complex interplay of various cognitive processes. A well-stocked mental warehouse of knowledge significantly enhances one's reading abilities. When readers possess background knowledge on a topic, they can more easily make sense of the text, infer meanings, and connect ideas. Knowledge acts as a scaffold, allowing readers to navigate through the text with greater ease.

Willingham certainly isn't alone. Natalie Wexler, an education journalist and author of "The Knowledge Gap," delves into the educational disparities rooted in the lack of background knowledge. Wexler argues that an overemphasis on generic reading skills without an emphasis on building knowledge leaves students ill-equipped to comprehend complex texts. Wexler advocates for a curriculum that prioritizes content-rich learning, asserting that it not only enhances reading comprehension but also equips students with the tools to engage in meaningful conversations and critical thinking. She believes that knowledge is the key to unlocking the door to higher-level reading proficiency.

The importance of knowledge, vocabulary and cognitive processes hasn't gotten the traction yet that is deserved. The acquisition of knowledge is paramount to proficient reading. Reading should not be reduced to a mere checklist of skills; it is a dynamic and holistic process that flourishes when built upon a solid foundation of knowledge. As educators and learners alike, we must recognize the symbiotic relationship between reading and knowledge, striving to create an educational environment that values both. By doing so, we empower individuals to unlock the full potential of reading and cultivate a lifelong love for learning.

So how do we do this in the classroom? That's where the rubber meets the road! We'll talk text sets and knowledge building curriculum next time!