Change Begins with ourselves

In my consulting work, I have pulled up alongside far too many beginning readers who--having been taught to read in explicit phonics programs--have inadvertently learned to neglect the meaning of what they are reading. They tend to deliberate laboriously in decoding a word--yes, an important process for beginning readers--when the context and the syntax could have confirmed their efforts and taken them from their phonetic approximation to the actual word. This is what the balanced literacy folks (and I count myself among them), refer to as “word callers.” This pattern of inattention to meaning--which leads to opportunity costs in teaching children that reading is about constructing meaning--is a legitimate problem with explicit phonics instruction.

On the other hand, I have pulled up alongside far too many beginning readers who--having been taught to read in a balanced literacy framework--have inadvertently learned to over rely on context as they problem-solve words. They often scour the picture for clues to words they could easily decode relying almost exclusively on context and moving on without looking closely at the print. This is what the phonics folks (and I count myself among them), refer to as “guessing.” This pattern of inattention to the print--which leads to opportunity costs in learning orthography--is a legitimate problem with balanced literacy.

It often seems that, on either side of this debate, there is only noise and anger. There are, however, very reasonable and thoughtful folks exploring the nuances of each perspective and trying to actually listen closely to the voices of others. 

This can be difficult for many of us, however, myself included.

Usually, this difficulty arises from the stories we tell ourselves...stories that aren't completely true. Before we make sweeping generalizations about an entire group of people--people who represent a range of ideas within a larger, general perspective--perhaps we can interrogate our beliefs about these people. To support this effort, I share The Work from Byron Katie, which is a five-step process for considering the ways our thinking tends to be biased towards self-preservation and protection of our egos. 

Step 1: 
If something someone says or does causes you distress, identify the underlying story/belief you are telling yourself, such as

    Balanced literacy folks do not believe in teaching students explicit or systematic phonics.
    OR
    Science of reading folks do not care if children learn to comprehend.
    OR
    Balanced literacy folks believe that learning to read is as easy as learning to talk.
    OR
  Science of reading folks don’t care if children read from dreary books and learn to         hate reading.

Step 2: 
Ask yourself if this belief is actually true. 

Your ego may jump up here and try to assert how accurate these extreme, negative statements are. Don’t overlook the ego’s need to be right, even at the expense of ourselves, our children, our relationships, etc. Perhaps you immediately recognize that these statements aren’t absolutely true. If so, skip step three. If you are still convinced that the statements above are absolutely true, then you will want to check out step three.

Step 3: 
Go deeper. Ask yourself if the statement is absolutely true? Are there any exceptions? Could there be places where this belief doesn’t hold up? Do you know anyone who appreciates the contributions of the "science of reading" and also has demonstrated a clear commitment to student engagement and great texts? Do you know anyone who ascribes to "balanced literacy" who is intentional about phonics instruction?

Of course, if you are honest with yourself (and you must be), you will recognize that there are circumstances where these statements are not true.

Step 4:
Think about how the negative belief affects you. Who are you when you believe this? How do you act? What do you say? How do you feel?

Consider who you would be without this belief. Would you be more open to possibilities? Would you be better able to listen? Would you be able to focus on and expand what is working? Would you be better able to find opportunities for connection? Would you judge others less? Would you judge yourself less?  

Step 5: 
Flip the statements and see if you can persuade your ego that these new statements are at least somewhat true, if not absolutely true.

    Balanced literacy folks believe in teaching students explicit or systematic phonics.
    OR
    Science of reading folks care if children learn to comprehend.
    OR
    Balanced literacy folks don’t believe that learning to read is as easy as learning to talk.
    OR
    Science of reading folks care if children learn to hate reading.

Notice the shift in your breathing and in your body tension as you actually step into the truth of these flipped statements. If you can believe in at least the possibility of these statements, despite the fact that you may have encountered some folks who seem to embody the opposites, then you are on your way. 

And then, if you want to move to ninja-level honesty, you can flip the statements in another way and consider the truth in them. For example,
    
Science of reading folks do not believe in teaching students explicit or systematic phonics. 
(Children in classrooms with explicit phonics programs can learn the elements of the print system without learning how to apply them independently, in context. In fact, this problem is pretty widespread.) 

Balanced literacy folks do not care if children learn to comprehend.  
(Children in balanced literacy classrooms can also develop issues with comprehension. 
In fact, this problem is pretty widespread.)

What does this extreme switch do to your perspective? Can we make space for the nuances within the perspectives with which we align? These latter points are an extreme, but they illustrates the ways that we construct realities that support our belief systems.

Looking at the issues in the perspectives with which you align is important, honest work that is well within the scope of our individual power. You will accomplish more in addressing these issues than in engaging in angry debates where both sides are so triggered that no one can hear anyone else or look honestly at themselves.

Until we consider the truth of the first set of flipped statements (i.e., Balanced literacy folks believe in teaching students explicit or systematic phonics; Science of reading folks care if children learn to comprehend.) we will find it difficult to actually hear each other and work together on behalf of children.
    
The takeaways here are these:

• Referring to entire groups of people in generalizations is called stereotyping, and it is not helpful.
• Both groups in this “debate” care about both aspects of learning to read--mastering the code and reading for meaning.
• Some members of both groups are listening for what is missing in the “other side” rather than seeing the places we can come together and start a conversation. Of course, we all find what we are looking for.
• Our egos are driven by a subconscious preservation systems that makes it scary to consider being wrong (or someone else being right).
• None of this is as black-and-white as we would like for it to be.