Debunking the Myth of Settled Science in Literacy: Insights from The Boston Globe

Two families in Massachusetts have taken a bold step by filing a lawsuit against publishers and authors of literacy programs. They argue that the reading curriculums used in schools overlook the importance of phonics, which negatively affected their children’s reading skills. They want their case to be a class action for all Massachusetts students who faced similar issues.

The families are looking for financial compensation and hope to require the defendants to provide a new curriculum based on the “science of reading.” This research-based approach emphasizes phonics and aims to enhance children’s reading abilities.

However, the “science of reading” is not just a set of research findings; it’s part of a larger movement aimed at reforming educational practices. As educators who have worked in literacy at various educational levels, we understand the complexities of teaching reading. We believe that fostering a love for reading involves not just fluency, but also critical thinking. It’s worth questioning whether the “science of reading” is indeed settled science.

The debate about how children learn to read goes back to the 19th century and continues today in what some call the “reading wars.” Recently, many media outlets have shared misleading information about reading education, which has confused parents and informed lawmakers seeking simple solutions. Currently, about 40 states and the District of Columbia have adopted laws supporting the science of reading approach. Yet, there’s no definitive evidence that a one-size-fits-all method truly works.

Reading is a complex skill, and each child learns differently. Factors like culture, background, and prior knowledge play important roles in how children approach reading. Research suggests that various teaching methods can succeed based on the individual child and the teacher. Ultimately, the relationship between teachers and students is crucial in the learning process.

Many science of reading laws dictate which reading programs can be used, often emphasizing structured phonics instruction. This can lead to a situation where teachers must stick to scripted lessons, leaving them little room to adapt to their students’ needs. Additionally, there’s an alarming trend of removing storybooks from classrooms, even though they are vital for encouraging children to read and explore diverse narratives.

The focus on the science of reading has created divisions within the education community. It is important to recognize that while phonics instruction is essential, different children have different needs in their reading journey. Cognitive scientist Mark Seidenberg has pointed out that phonics instruction should only be a tool that helps achieve the broader goal of reading.

It’s crucial to ask how we can best serve our students amidst these ongoing debates. Writers and educators like Elena Aydarova and Rachel Gabriel have shown that the push for a singular approach often benefits certain private interests rather than addressing the needs of all learners. Considerable funds are directed toward implementing the science of reading reforms, sometimes sidelining deeper issues such as poverty and inequitable access to education.

Teachers need flexibility and the right tools to adapt their instruction, rather than simply following a strict new mandate. Each child’s reading development is unique, and effective teaching requires the ability to observe and respond to individual learning strategies.

Literacy instruction isn’t settled science—it’s an evolving field. Young readers improve by engaging with texts. Massachusetts has a valuable opportunity to rethink its approach to reading instruction and recalibrate the ongoing science of reading movement. It’s vital to ensure that teachers feel empowered and supported, not pushed out of their profession, and to avoid producing readers who struggle to think critically and creatively.

Nancy Carlsson-Paige is a professor emerita at Lesley University, and Julie Hackett is the superintendent of schools in Lexington.