Stanford study wades into reading wars with high marks for phonics-based teaching
Test scores at 66 of the state’s lowest-performing schools strongly outpaced similar schools after educators adopted phonics-based instruction, offering some of the most compelling evidence to date that so-called science of reading methods are effective, a Stanford study concluded.
In science-of-reading practices, students are taught to use phonics, build vocabulary, pronounce words and read aloud, as well as develop an understanding of what they they read. The results of the Stanford study released Monday come as the nation’s educators wrestle with how to improve poor reading skills, especially among Black and Latino students and those from low-income families, a longtime problem made worse by the COVID-19 pandemic.
California is among 32 states and the District of Columbia that have passed laws or installed new policies since 2013 that rely on science-of-reading practices. And the new study lends support to this trend.
“Part of what is really encouraging about these results are gains in schools that have been chronically low performing,” said researcher Sarah Novikoff, who put together the study with professor Thomas Dee, an expert in education and economic data.
At one participating Los Angles
Unified school, Principal Ramon Collins said reading attainment at the Young Empowered Scholars Academy in South L.A. was simply unacceptable, despite a hard-working, dedicated staff. In the year prior to the pandemic, in English language arts, 77% of the school’s students tested as far below proficient — the lowest category. In 2022, when testing resumed, that number worsened to 85%. But last year, that number dropped to 64% — a vast improvement, even with much work yet ahead.
Science-of-reading advocates are continuing to gain ground with policymakers compared with the rival “whole language” approach, which, in general, de-emphasizes phonics.
Whole-language instruction relies on learning words and phrases as they are encountered in readings and class discussions. Proponents of that approach insist that the joy of reading must not be subjugated to the mechanics of reading. Some dismiss phonics as boring and unnecessary, preferring instead to surround children with books and engaging content — such as a story with an exciting adventure, a narrative from history or captivating science.
In examining the results of California public school data, the researchers concluded that, over a two-year period, the science-of-reading methods resulted in achievement gains equivalent to one quarter of a school year
— compared with similar schools that were not using the approach.
This success is important, the researchers noted, because evidence supporting the science of reading is not as conclusive as some proponents would have it. These new findings, they add, also underscore the need to do more than simply train teachers to use phonics.
“This is about giving schools the support that they need to actually get better, not just telling them: ‘Hey, get better,’” Novikoff said. “So that means giving money, It means giving training. It means giving oversight. And this program did all of those things, not just curricular change.”
Math learning also benefited from the uptick in reading skills, improving by the equivalent of more than a month of extra learning compared with similar schools.
“Those programs were able to insulate schools partially from the effects of the pandemic and were able to help these low-performing schools actually improve,” Novikoff added.
The researchers also examined the comparative dollar value of the reading approach and concluded that the science-of-reading project provided 13 times more value for the dollar than simply supplying more funding.
Educators have perpetually struggled for cost-effective reforms, given that student needs are great and financial resources are typically limited.