Why the ‘science of reading’ may be the next dyslexia battleground
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State lawmakers plan to require that all students be tested for dyslexia and other reading challenges, but the hurdles ahead point to a bigger problem with how California’s public schools teach reading.
Before teachers can screen their students, they themselves need to be trained both in how to use the screening tests and how to help the students who get identified as struggling readers. Many experts and educators say most public school teachers in California weren’t adequately trained to teach students how to read.
“Nobody goes into teaching to mess up a kid’s life,” said Leslie Zoroya, a teacher coach specializing in literacy at the Los Angeles County Office of Education. “Teachers do think they’re teaching kids to read. But when you look at the data, it’s telling us that is not the case.”
Across the state, only about 42% of third-graders met or exceeded English language arts standards last year.
The mandatory dyslexia screening policy was a part of Gov. Gavin Newsom’s revised budget proposal released last week, which allocated $1 million to form a panel of experts who would compile a list of reliable screening tools as well as determine the types of training needed for teachers. The proposal seeks to screen all students between kindergarten and second grade starting in the 2025-26 school year.
The policy proposal comes after several legislative efforts, spanning multiple years, to require dyslexia screening in California’s public schools. They failed largely due to opposition from the California Teachers Association. The statewide teachers union argued the practice of screening all students would disproportionately push English learners into special education and said the legislation needs to provide more resources for teachers.
The union did not respond to questions for this story about the types of support and training teachers need. But for some experts, the fact that teachers even need training to help students who struggle with reading illustrates just how far behind California is in literacy instruction.
“We’re going to need a lot more training,” Zoroya said. “This needs to be a statewide effort.”
The problem is twofold, according to experts. First, most of California’s public school districts use reading curricula based on “balanced literacy,” an approach to reading instruction based on the idea that children are natural readers. It relies on exposure to books and the enjoyment of reading with less of an emphasis on sounding out words. Second, the experts say, teacher preparation programs don’t train teachers enough in “structured literacy” or “the science of reading,” which focuses heavily on phonemic awareness and phonics — the practice of matching letters to sounds and sounding out words.
Betina Hsieh, the chair of the teacher education program at Cal State Long Beach, said balanced literacy curricula do include some phonics and argued that the balanced literacy approach works for most students.
“No one is saying that phonics and phonemic awareness is not important,” she said. “The thing is, it only gets you so far.”
But Hsieh agrees that all younger students should be screened for dyslexia and reading challenges and that teachers need to be trained. But she expressed frustration that there’s already so much material squeezed into teacher credentialing programs.
Zoroya argues that if teachers had been better trained in phonics instruction, dyslexia screeners would be a natural extension of their instruction. Because screeners test students’ ability to pair letters to sounds, a teacher who is adept in phonics will have an easier time navigating not just screening but helping students overcome their reading challenges.
“This work is too important for adults to be out here arguing,” she said. “We have too many kids coming out of elementary school not being able to read well.”
Too little phonics
Zoroya, who trains teachers across the 80 school districts in Los Angeles County, said most elementary school teachers don’t know how to teach reading through “structured literacy.” The approach’s focus on phonics enables students to sound out unfamiliar words.
Across California, students typically learn reading by being exposed to text and being read to in the classroom. Teachers focus on cultivating a love of reading as opposed to a more systematic instruction in letter sounds. While most students are able to learn reading through the former method, many are left behind. Dyslexia, a neurological condition that causes difficulty reading, affects about 1 in 5 people across the country.
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