READING, part one: How to find your way through the jungle

By Noella M Mackenzie and Martina Tassone

To celebrate Book Week, EduResearch Matters published a six part series on reading by Noella Mackenzie and Martina Tassone. This is the first of the six reproduced here although you can find the original at: https://blog.aare.edu.au/reading-part-one-how-to-find-your-way-through-the-jungle/

A jungle is a land covered with dense forest and tangled vegetation, usually in tropical climates. The jungle metaphor describes the current landscape in regard to science and reading. The huge amount of research published in the last two decades, the media interpretations or misinterpretations of selected findings, and claims the reading science is settled, are akin to a dense forest. The policies and mandates teachers dealing with are like tangled vegetation. The tropical climate refers to the heat in the debate. In this series of blog posts we try to make sense of the jungle and its dense forests and tangled vegetation, challenge the notion that the science is settled, and take some of the heat out of the debate. 

Learning to read

Ever since humans have been writing they have also been reading.  A person who could read taught a learner to do what they themselves could already do. The instructors had no formal training and no access to theories or methods. In wealthy households there may have been a governess or master tutor to teach children to read. But in many households, a literate parent or friend provided the reading instruction. But in many households, a literate parent or friend provided the reading instruction. The most common text used for instruction was probably the bible. However, these instructors were not teaching 25 students in a classroom. Instead, they were probably teaching highly motivated individuals, who saw being able to read as a way out of their current situation. 

In the current climate, we need to consider a range of questions:  

• Why is the teaching of reading such a hot topic in the current era?
•  Is learning to read a natural process? 
• Is reading simple or complex? 
• Is there a right way to teach reading? 
• What is the role of phonics, and is there a right way to teach phonics? 
• What does reading research have to say about learning to read and reading instruction? 
• What is the Science of Reading? 
• What does evidence-based actually mean? 
• What impact has the media had on the debates about reading? 

We will respond to these, and many other questions, in a series of 6 blog posts, in an attempt to remove some of the mystery and heat from this topic. 

Both authors have taught many children how to read and have decades of combined classroom teacher experience before moving into academic and researcher roles. Both continue to work with classroom teachers in classrooms. Let’s start!

Learning to read is not a natural, hard wired skill like learning to talk. However, a great deal of learning happens quite organically within the home and community before formal instruction begins. Children who hear stories read aloud and songs and rhymes repeated often, develop an ear for the sounds of written English. From a young age, many are able to recognise some of the differences between spoken and written language, even if they cannot explain the differences. The child who picks up a book and recites using the patterns and rhythms of picture story books is showing his knowledge of written language. He does not speak to people in these written language patterns.

In today’s world most people send their children to school to learn to read, but some families choose to home school with a parent taking on the instructor role. These parents often have no formal training, although they do have access to resources and curriculum guides. They often respond to their children’s need to learn to read in the same way that they respond to their need to learn to do many other things, (e.g. walk, feed themselves, dress themselves, take turns, share, ride a bike). Children add reading to their set of skills at a time that works for them. Parents instinctively understand that children come to learning in different ways and at different ages. Given that the school starting age varies greatly across countries, those who home school do not feel the same pressure as teachers in schools. So, what does research tell us about reading?

Reading research has a rich history, a contested and expansive present, and an interesting future, as researchers endeavour to understand what is a multidimensional, neurological process ‘mediated by social and cultural practices’ (Compton-Lilly et al, 2023, p. 392). It is difficult to research foundational educational processes that are as complex as reading. In contrast, it is easy to test the effectiveness of letter learning based upon a particular approach to teaching letters. Short-term gains are also easiest to measure and control for, while long term learning is much more challenging to measure and to control for. Additionally, teaching and learning are sensitive to differences among teachers, students and settings. Even medical researchers agree that what may work in one situation with patient X, despite being faithfully repeated with patient Y, can have a different effect altogether. 

The complexity of the reading act, has led to multiple disciplines investigating or researching reading using different theoretical frameworks and methodological approaches, some focused on the process of reading, others on the practice of reading and still others on reading instruction (Dantas et al, 2017). For example, research from Houston and colleagues (2014), highlights brain maturation and reading experience.

Reading is a learned skill that is likely influenced by both brain maturation and experience…results suggest that children who are better readers, and who perhaps read more than less skilled readers, exhibit different development trajectories in brain reading regions. Understanding relationships between reading performance, reading experience and brain maturation trajectories may help with the development and evaluation of targeted interventions (Housten et al, 2014, p.347).

Perhaps brain maturation and the impact of reading experience deserve further consideration when determining policy and planning instruction. Teachers need access to research evidence in order to make informed decisions about the teaching of reading in their classrooms (Mackenzie & Tassone, 2024). However, not all evidence is equal. Selective use of limited research by those with a vested interest can give the illusion that the evidence is in, and the reading science is settled, when this is not the case.

In the next post we will continue the discussion of evidence and evidence-based reading instruction. In a future post, we will discuss the Science of Reading. We will also explore The Simple View of Reading and Scarborough’s Rope.

References

Compton‐Lilly, C., Spence, L. K., Thomas, P. L., & Decker, S. L. (2023). Stories grounded in decades of research: what we truly know about the teaching of reading. The Reading Teacher, 77(3), 392-400.

Dantas, T., Mangas-Vega, A., Goméz-Díaz, R., & Cordón-García, J. A. (2017). Reading research and digital reading research: An overview of the current scientific scenario. Informação & sociedade, estudos, 27(2), 117-131.

Houston SM, Lebel C, Katzir T, Manis FR, Kan E, Rodriguez GG, & ER., S. (2014). Reading skill and structural brain development. Neuroreport, 25(5), 347-352. doi: 10.1097/WNR.0000000000000121

Mackenzie, N.M., & Tassone, M. (2024). Reading Research: beyond the media hype. Hot Topic, Australian Literacy educator’s Association.