Relearning How to Teach Reading—Again

Balanced thoughts on the Science of Reading movement from a vet who's seen more pendulum swings than a grandfather clock.

I’ve been teaching long enough to remember when “phonics” was a dirty word, “whole language” was the gold standard, and guided reading leveled groups were treated like sacred scripture. I’ve also been around long enough to watch the same philosophies get recycled, rebranded, and reintroduced with new acronyms, shinier clipart, and the same exhausted “this is the right way” energy.

So when the Science of Reading movement gained traction, I didn’t roll my eyes — but I did brace for another round of pendulum-swinging.

The Science of Reading: Not New, But Clarified

Let’s be clear: the Science of Reading isn’t a program. It’s not a new fad. It’s a body of research that, honestly, has existed for decades. What’s different now is the volume and clarity with which it’s being pushed into mainstream practice — and the urgency behind addressing years of poor reading outcomes.

I absolutely support explicit phonics. I believe in structured decoding instruction. Kids need a strong foundation, and balanced literacy often skipped that step in favor of "reading strategies" and leveled texts. There’s no shame in admitting we need to do better — and I’ve made plenty of changes.

But there’s also no shame in acknowledging that pendulum swings come with casualties.

What We’re Getting Right

• Explicit phonemic awareness instruction
  Teaching kids to hear, segment, and manipulate sounds is fundamental. This piece was overlooked for way too long, and it’s finally getting the attention it deserves.

• Systematic phonics
  No more guessing at words based on pictures or first letters. We’re giving kids the tools to actually decode.

• Decodable texts
  Are they high literature? No. But are they appropriate practice for early readers building confidence? Absolutely.

• Intervention strategies rooted in cognitive science
  Structured, intentional support — not just more of the same — is finally entering the classroom. About time.

What We Might Be Overcorrecting

• Throwing out comprehension strategies
  Yes, teaching kids to "predict" without decoding skills is nonsense. But understanding what you’re reading matters, too. Some classrooms have gone too far in neglecting the meaning-making side of literacy.

• Bashing teachers who followed older models
  A lot of us used what we were trained in — and we did so with heart and intention. Shaming teachers doesn’t lead to growth. Context does.

• Scrapping rich literature for nothing but decodables
  Phonics practice matters. But so does exposure to rich language, complex ideas, and beautiful writing. Kids don’t fall in love with reading through “Tam can nap.”

• No More Reading Groups/Leveled Readers

  Students should not be pigeon-holed into reading only books “on their level” but student do sometimes need to read books with success. Plus nothing beats one on one or small group instruction

• Over-reliance on scripts
  Some teachers are now reading from tightly controlled, word-for-word lesson plans. Support is good. Robotic instruction is not.

What This Veteran Is Doing Differently (and Keeping)

What I’ve changed:

• I now explicitly teach phonics daily — even in 2nd grade.

• I use decodables as a scaffold — not the whole ladder.

• I assess phonemic awareness with intention, not assumption.

• I build in structured review to combat the forgetting curve.

What I’ve kept:

• I read aloud picture books that spark joy and discussion.

• I model thinking aloud during comprehension work.

• I encourage students to write as they read.

• I make space for conversations about books, not just correctness.

• I still pull students into small groups with leveled readers, both for intervention and for enrichment.

Final Thoughts

Relearning how to teach reading doesn’t mean everything I did before was wrong. It means I’m willing to pivot, reflect, and adapt based on what we now know — and what we keep learning.

The best teachers aren’t loyal to a method. They’re loyal to their students.
I’ll keep learning how to teach reading — again and again — if that’s what it takes to get it right.