"As we move into October, many school children are being diagnosed with attention deficit hyperactive disorder (ADHD).  For a good definition of ADHD, see the WebMD article.  
 
Often such students cannot remain seated at their desks, stay focused on the class assignment, finish their seat work, or have other behavioral or impulsive actions.  The question then arises, does my child need to go on medication for ADHD?  Some will tell you yes; others say no.
 
National Public Radio (NPR) presented a program in which they tried to explain the different drugs being prescribed and their side effects:
 
1.       Amphetamines like Adderall and Vyvanse are addictive and may cause insomnia, high blood pressure, irregular heartbeat, and/or seizures.
2.      Concerta, Ritalin, Metadate, Daytrana, and Quillivant (methlphenidates) may cause insomnia, aggression, mood swings, behavior changes, twitching, and even shaking.
3.       Many argue that such drugs carry too high a risk for children.  As Kelly Patricia O’Meara with the CCHR, a Mental Health Watchdog agency, states:  “there is not now, nor has there ever been, any medical or scientific test to show that any child diagnosed “ADHD” is suffering from a medical condition requiring drugs to ‘treat’ it.” 
 
O’Meara goes on to quote the Department of Pediatrics at Harvard Medical School in connection with Boston Children’s Hospital, who concluded from their research that the clinical trials for drugs presently approved for ADHD have not been tested for long-term effects or safety.  O’Meara continues by citing the research report:
 
“Literally millions of children have been prescribed ADHD drug ‘treatments’ with virtually little to no understanding of the long-term safety or efficacy of the drugs. According to the information given in the study, two thirds of the 6.4 million American children (including 10,000 toddlers) diagnosed with the alleged ADHD are nothing short of a fraudulent life-threatening drug experiment.”  
 
O’Meara also explains that the Food and Drug Administration (FDA) has identified “more than 17,000 adverse reactions connected to ADHD drugs.”  Some of these drug effects can include abnormal heart rate or rhythm, depression, hallucinations, insomnia or trouble sleeping, anger and violence, seizures, stunted growth, stroke, and, in rare cases, even death. 
 
So, why do we medicate children, even toddlers, for ADHD? 
 
I have tried to compile a list of websites for parents and teachers to refer to in answering this question.  I intentionally avoided any sites supported by pharmaceutical companies.  I want parents to evaluate the decision without the economic incentive put forth through research supported by pharmaceutical companies.  In other words, if your research is supported by a drug company, it’s biased.  Let’s face it, pharmaceutical companies do not support research that does not show a positive result for medicating students, but there are alternatives.
 
Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder diagnosed for children, and ADHD meds are a billion-plus big-money industry, some estimates say as much as $13 billion a year. This was reported in the news:
 
“Last year, Shire Pharmaceuticals, which makes Adderall, settled with the Department of Justice for more than $50 million based, in part, on allegations that it marketed its ADHD based on unsupported claims that it would prevent, say, poor academic performance.”   
 
There is absolutely no research that supports that placing children on ADHD medication will help them learn, read, or perform better in the classroom.  If someone tells you that, then request to see the research.  Then check to make sure that the research was not paid for by a pharmaceutical company.  One book that gives the most comprehensive discussion of meds and ADHD is by Stephen Hinshaw and Richard Scheffler (2014): The ADHD Explosion: Myths, Medication, Money, and Today’s Push for Performance. Check your library. 
 
A good on-line source is from Dr. Sanford C. Newmark, M. D. Dr. Sanford states:
 
“There are at least three very good reasons for not jumping straight to medications.
 
1) "The research evidence so far supports only the fact that stimulant medications (the mainstay of ADHD treatment) work well over the short term, about 70% of the time. The long-term research we have so far — and there is very little of it — fails to show long-term benefit. In fact, the largest long term study showed that the benefits of medication noted after one year disappear by a three-year follow-up.
 
2) "There are significant side effects in many children. Some are clear physical and psychological effects like hallucinations, tics, and weight loss. There are also more subtle effects, like low-grade depression or a ‘loss of joy.’ I have had many parents tell me the medication was working but he or she ‘just wasn't my child.’
  
3) "We don't know what the long-term effects of stimulant medication are on the developing brain. When psychotropic medications, which have significant effects on neurotransmitter balance, are given to a developing brain, there is going to be an effect on how that brain develops. Although we know that there do not seem to be dramatic long-term effects, like kidney or liver damage or psychosis, there is really no research on subtler effects…. The next logical question is whether there are effective non-pharmaceutical interventions for ADHD? The answer is an unequivocal yes.”
 
Two other good on-line sources of information on the dangers of ADHD medications are the Harvard Mental Health Letter and Jane Collingwood on Psych Central. 
 
Since there are alternatives, as Dr. Sanford states, let’s explore some of those alternatives. 
 
1.       Children diagnosed with ADHD need programs that emphasize step-by-step procedures and active hands-on learning.
2.      Classroom interventions should stress intrinsic motivation (no reward or incentive programs).
3.      Programs with a social skills component (interaction with others) are typically more successful, while programs consisting mostly of homework help and recreational activities do not improve student grades or ADHD behavior. 
4.      Working alone does not teach children how to control their ADHD behavior.  They learn best in a group setting.
5.      Children diagnosed with ADHD must learn self-management skills in a group setting in order for such retraining to be effective and transfer back to the classroom. 
 
I conducted a 2009-2010 study with students from the schools who had been diagnosed with ADHD.  Some were on meds, some were not, but the children on ADHD medication sent to my reading clinic were sent because they were failing in reading and uncontrollable in the classroom.  The medication was not working.  Before I could teach the students to read, I had to teach them how to work together and follow classroom instructions.  For example, the children painted a puppet stage.  This was a group activity at my reading clinic, and I carefully controlled the painting session.  A piece of cloth was spread out on top of the table.  Everyone sat around the table in a circle and was given the opportunity to paint one at a time with washable tempera paint.  The desired behavior was to wait for your turn.  I didn’t care about their painting skills.  I wanted cooperative behavior.  I did not use reprimands, punishments, or rewards.  I stressed only intrinsic motivation: no prizes, no rewards, only praise when a child took a turn correctly.  If children weren’t in their seats or quietly waiting for their turn, the game rule was to skip and go to the next person.  We always came back around the circle, and even fidgety students soon learned to sit quietly for their turn.  Each child was given an assignment:  six blades of grass, three trees, or a specific flower.  There was no competition.  Simple painting skills were demonstrated as needed, but the object was not the painting.  Yet, the children were very excited about the puppet stage they created.  I ended the session with a free painting time by giving each of the children a piece of paper and the opportunity to paint whatever they would like.  The only rule during the free painting time was to share paint and space on the table, while working together. This exercise was so successful that I have repeated it with many groups.  It can be used with one individual student or with a group of students—any age.  For more information about this activity, see my book Group-Centered Prevention Programs for At-Risk Students (2011).
 
Another suggestion is listed in the Prevention Corner column of The Group Psychologist newsletter and speaks directly for teachers, community workers, or parents working with children in a group setting.  Read the column on page 20 of the newsletter for suggestions.
 
Don’t simply turn to meds because it’s the easiest option.  Consider the damage drugs can do. Explore behavioral options.  After-school programs that emphasize group interaction as we do at my reading clinic are perfect for students diagnosed with ADHD behaviors.
​

"This is Part 3 of my series on phonics.  Throughout this series, I have presented research by reading experts who state that neither whole language nor phonics can be enough to solve the reading problems that our schools face today.  As Dr. Sally Shaywitz (see Shaywitz, Overcoming Dyslexia, 2003) explains, “Children do not learn to read by memorizing a word list.  Most children, especially those who struggle in reading, do not learn to read by memorizing phonics rules.” (p. 78)  Struggling, at-risk students who are failing need more.  We have a reading failure rate of 63-64% (depending on the age group) [see my blog post of 1-2-2018].  What else should we do? 
 
First:  Completely and Totally Abolish Whole Language from the Schools
The National Reading Panel (National Reading Panel, 2000) was created to end the battle over whether whole language or phonics was a better method for teaching children to read.  After reviewing over 100,000 studies, the NRP concluded that systematic phonics was better than whole language.  Yet, even after neuroimaging research visually showed how sounding out the word c  a  t  was better than teaching a child to memorize the word cat (Yoncheva, Wise, & McCandliss, 2015), whole language continues to prevail.  It has been conclusively proven that there is no advantage to using whole language.  Yet, thousands of children started school this fall and are still being taught using whole language, “look-say,” or balanced literacy teaching methods.  Reading Recovery, which uses whole language methods, is also still being used even though it has been proven to be ineffective.  As reading specialist Dr. Louisa Moates explains,

“ I would refuse to allow my child to be in a Reading Recovery lesson because all the instruction is directing their attention away from what they should be paying attention to. It's just not OK, it's harmful. So it's not just an argument about philosophy” (Moates, 2000).

It has been proven that whole language contributes to reading failure, especially with at-risk students.  It has also been demonstrated that meaning and context are not lost when students focus on “print to sound” strategies (Taylor et al., 2017).  As Dr. Michael Pressley (2006) explained, "At best, much of whole-language thinking...is obsolete, and at worst, much of it never was well informed about children and their intellectual development." (p. 23).  Students do not learn to read simply by being exposed to the printed page.  They must be taught decoding and encoding along with letter sounds to learn to read.
 
The National Council of Teachers of English in 2014 openly promoted whole language (NCTE, 2014).  They now use the term literacy, but as many whole language advocates have concluded,
​
“To us the principles underpinning the word literacy were similar but did not bring with it the negative connotations … whole language is still with us, strongly embedded in current curriculum, pedagogy and assessment strategies. Adversaries of whole language still complain that the term whole language may not be used however the philosophy is alive and well in each state system” (Cambourne & Turbill, 2007, p. 23, 25).
 
If your student brings home a list of words to memorize each week and tries to guess when they do not know a word, you are still locked into whole language.  We need to once and for all banish every form of whole language from reading curriculum.
 
Second:  We Shouldn’t Try to Revive Phonics; It Doesn’t Work for At-Risk Students 
The phonics advocates are now marching up and down and saying “only” phonics will work.  The truth is that even though phonics is certainly more effective than whole language, both phonics and whole language leave many students lost, struggling, and failing.  As the National Reading Panel (National Reading Panel, 2000) concluded,  “…systematic phonics approaches are significantly more effective than non-phonics [whole language]…. However, phonics instruction failed to exert a significant impact on the reading performance of low-achieving readers in 2nd through 6th grades….” (p. 94).  Phonics does not work for many students.  The same students who cannot memorize word lists, cannot memorize phonics rules.  I work with low-achieving students, struggling at-risk students, students who have failed for multiple years.  My students need something more effective than whole language or phonics.  Phonics is more effective than whole language, but phonics is not enough.  So simply stating that we are switching to phonics, even a “new phonics,” will not solve reading failure.  We need a program that works for all students.
 
I’m also concerned about the switch to phonics because research shows that phonics has had long term difficulties.  Remember, phonics is not a new approach; it has been around since 1690. In 2016, a comparison study between 71 phonemic awareness and phonics intervention groups showed that phonemic awareness had more long-term “staying power” than phonics, especially if the phonemic awareness training incorporated letter-sound training (Suggate, 2016).  [see my blog posts from 9-10-16, and 6-23-17 for more research evidence on phonemic awareness] 
 
So, let’s explore phonemic awareness.  Phonemic awareness is when a child sees the word cat and immediately begins to break the word down into individual phonemes or sounds. Phonemic awareness teaches students to break words down into letter sounds (decode) and then put those sounds back together to pronounce or read the word (encode) (see Shaywitz, Overcoming Dyslexia, 2003).Phonemic awareness is more effective than phonics and whole language combined, but phonemic awareness, as it is presently being taught in the schools, is also not enough to correct reading failure.  [for clarification on the terms phonemic awareness, phonological awareness, and phonics see my blog post of 8-4-18]  We need more.  
 
Third:  Emphasize That Phonemic Awareness Is More Than Simply Oral Sounds.
We need to teach phonemic awareness instead of whole language and phonics, and we need to teach phonemic awareness connected to letters.  Some people contend that phonemic awareness is only about oral sounds; unfortunately, that’s not true.  The National Reading Panel (like many other researchers) clearly state:
 
"Teaching students to manipulate phonemes with letters yields larger effects than teaching students without letters, …. PA [phonemic awareness] training is more effective when children are taught to use letters to manipulate phonemes. This is because knowledge of letters is essential for transfer to reading and spelling." (National Reading Panel, 2000)
 
Therefore, when we teach phonemic awareness, we need to teach students phonemes using letters instead of just oral sounds.  Dr. Sally Shaywitz (Shaywitz, Overcoming Dyslexia, 2003) explains,
 
"Today scientists can actually watch the brain as it works to read; scientists can actually track the printed word as it is perceived as a visual icon and then transformed into the sounds (phonemes) of language and simultaneously interpreted from the meaning that is stored within the brain …. In order to read, a child must “enter the language system;” this means that the child must activate and use the brain circuits that are already in place for oral language…. tens of thousands of neurons carrying the phonological messages necessary for language… Connect to form the resonating networks that make skilled reading possible…. If the … neural system necessary for phonologic analysis is somehow miswired…. [then] …we would expect to observe variations in varying degrees of reading difficulty."  (pp. 59-68)
 
Words are stored as sounds, not words.  We do not have a rolodex of words in the brain.  We learn new words by developing pathways in the brain that correspond to the articulation of letter sounds.  Therefore, it becomes critical that we teach letter sounds.  Students need schools to start teaching phonemic and phonological awareness.  Phonemic awareness teaches letter sound relationships that focus on oral sounds, the same way the brain learns new sounds. 
Phonemic awareness and phonics are not the same, do not use the same teaching approach, and are not interchangeable terms.  Phonemic awareness and phonics are totally different.  Phonemic awareness means that you are teaching students to break words down into letter sounds (decoding).  Then, putting those letter sounds back together and pronouncing or reading the word (encoding).  It’s a two-step process, does not involve memorizing word lists or rules, and is not the same as teaching phonics.  Phonics and phonemic awareness are totally different teaching approaches.  They both stress letter sounds, but that is where the similarity ends.
 
Phonemic awareness with letter-sound training is the foundation of my vowel clustering teaching method.  Group-centered prevention provides a safe and corrective learning atmosphere.  Vowel clustering teaches students to read using a completely and totally new and different approach for learning to read.  Vowel clustering stresses phonemic and phonological awareness, not phonics.  All of my reading programs teach phonemic awareness (learning letter sounds) and phonological awareness (learning to work with letter sounds) through vowel clustering.  Vowel clustering emphasizes decoding, encoding, handwriting, fluency, vocabulary, spelling, writing, and comprehension. 
 
So, if phonemic awareness is more effective with at-risk struggling students (Foorman et al., 2015), why do we still cling to whole language and phonics teaching methods?  Why do the schools refuse to teach phonemic awareness?

Will adding phonics onto whole language (“blended literacy”) correct the staggering number of students who are failing in reading nationwide?  No, whole language will never be effective.  It is simply wrong and has been proven to be wrong for over 20 years (National Reading Panel, 2000).
 
Will straight phonics work?  Phonics is an old concept, not a new idea.  Phonics education was first introduced in schools in 1690 with the New England Primer.  The effectiveness of phonics depends on how you teach phonics.  At present, phonics instruction is so entangled and the term so over-generalized that I do not use it.  If you read a study or teaching technique, you must first know exactly what kind of phonics is being advocated before you can tell whether it is likely to be effective or not. 
 
Some studies overstate the case for phonics.  One such article is “Ending the Reading Wars” by Anne Castles and her colleagues (Castles, Rastle, & Nation, 2018).  They state:  “We present a comprehensive tutorial review of the science of learning to read….”  (p. 5)  That sounds excellent, just what we need, but they completely ignore all of the neuroimaging studies -- the latest scientific research on reading, such as (Keller & Just, 2009; Meyler, Keller, Cherkassky, Gabrieli, & Just, 2008; Shaywitz and Shaywitz, 2004; Yoncheva, Wise, & McCandliss, 2015).  So, be careful, yes, it is normal to place your theory in the best possible light, but it will not help children learn to read if we overstate the case.  Another research piece coming out of Australia is from Kerry Hempenstall, “Read About It: Scientific Evidence for Effective Teaching of Reading (2016).  This gives a more comprehensive and accurate description of phonics than the Castles article.  If you want a good reference on phonics, I recommend reading Hempenstall’s work.  Still, Hempenstall does not discuss neuroimaging research on reading.  If phonics enthusiasts want to lead the way in reading, using scientific research, they must stop ignoring neuroimaging research in reading.
 
Being able to watch children’s brains as they learn to read offers a whole new wealth of knowledge to the reading wars.  Phonics is better than whole language.  Unfortunately, even at best, phonics education will still leave most struggling, at-risk students in the failing category (Kilpatrick, 2016).  Why?  Phonics does not teach letter-sound relationships in the same way that the brain processes letter-sound associations.  This is what the neuroimaging research is showing us.  Phonics focuses on the letter; the brain focuses on sounds. 
 
Today’s struggling students deserve the very best we can offer in the classroom.  It is not enough to trade whole language for phonics.  Students need more. In his book Equipped for Reading Success, David A. Kilpatrick (2016) gives one of the clearest and easiest to understand explanations for how the brain processes and learns letter-sounds.  Kilpatrick explains that the brain does not recognize and store words through visual memory—seeing the same word over and over or “look say.”  The brain recognizes and stores new words in memory by sound.  The brain creates an “oral filing system.”  The brain does not file words by letter.  Sound sequences are the way that the brain stores and matches sounds.  The brain strings letter sounds together, especially vowel sounds.  The brain does not store “whole words” (Kilpatrick, 2016).  Whole language stresses whole words not letter sounds.  We do not have the ability to store whole words by memory in the brain. The brain stores words phonologically by sound. 
 
This is why whole language and all of its various varieties remain useless for teaching students to read; whole language works against the brain.  Students fail.  Yes, some students learn to read under the whole language system.  Some students will learn to read regardless of the method that you use, but 63% or 64% (depending upon the age group), according to the Nation’s Report Card (2017) have not learned to read at their respective grade level.  This tells us that whole language is a failure, not the children, not the teachers, it is clearly whole language and any school that uses whole language or any publisher who publishes and distributes whole language curriculum that is the failure.  It needs to stop—now.  Whole language has hurt enough students.  We must get rid of it.  Whole language causes students to fail in reading.  We’ve known this for years (Foorman, 1995). 
 
Neuroimaging research directly compared whole language and phonemic awareness; whole language failed; phonemic awareness techniques were successful (Yoncheva, Wise, & McCandliss, 2015).  The proof is in the neuroimaging pictures (Shaywitz and Shaywitz, 2004).  The superiority of phonological awareness has been proven study after study (Keller & Just, 2009).  Neuroimaging research showed that intensive training in phonemes (letter sounds) changed the “brain and the way it functions.” This change through phonemic awareness training allowed even struggling at-risk students to make significant improvement in reading (Meyler, Keller, Cherkassky, Gabrieli, & Just, 2008).
 
How much proof do the schools need?  No, tacking on phonics this fall will not make whole language education work.  Students will continue to fail as long as schools continue using whole language.
 
Switching to phonics is also not the answer.  Schools absolutely must teach letter sound relationships—phonemic awareness.  Phonics, like whole language, still focuses on whole words.  Phonics, unlike whole language, does teach letter sound relationships, but the emphasis is on the letter and the word—not the oral letter sounds.  I learned to read in the 50’s with phonics, and some children will learn with phonics who did not learn through whole language.  The students need more.  Children need a system that will allow all students to learn.
 
Vowel clustering teaches both phonemic and phonological awareness by teaching children to decode and encode letter sounds in order to read words (Clanton Harpine, 2008). All of my reading programs teach phonemic awareness (learning letter sounds) and phonological awareness (learning to work with letter sounds).  Phonemic awareness teaches children to recognize that letters of the alphabet represent sounds.  Phonological awareness teaches children to work with letter sounds to build multisyllable and compound words.  Vowel clustering teaches students to decode or break words down into letter sounds and then to encode or reassemble those sounds back into pronounceable words.  Vowel clustering has been tested and proven to work with all students, including struggling, at-risk, and failing students.
 
In my reading clinic, I have worked with children who had failed multiple years and had even been retained.

• Students who failed under whole language in the classroom came to the reading clinic and succeeded.  The same children came to my program and studied vowel clustering and returned to the classroom successfully reading at their age level.  Even if a student has been retained, we stress sending the child back to the classroom reading at their actual age level.  Some children have moved up 4 grade levels in reading in one year.
• Failing at-risk children placed in Reading Recovery by the schools learned with vowel clustering.  Reading Recovery failed, but the same students succeeded with vowel clustering.  They returned to the classroom reading at age level.
• Even failing special needs students placed in one-on-one pull out programs in phonics who couldn’t learn to read came to the reading clinic.  These same students came to the reading clinic and with vowel clustering they succeeded.  They learned to read.
• Balanced literacy failed as well, combining whole language and phonics, but vowel clustering taught the children who failed in the schools under “balanced literacy” to read at their respective age levels.  Yes, some children moved up 4 grade levels in reading in one year through vowel clustering.  We have the data to prove it, and the data will be presented in a new book coming out in 2019.

Yes, we have teaching methods that work.  We just are not using them in the schools, in our after-school programs, or with our one-on-one pull-out tutoring.  Reading failure impacts people across their entire life.  The Department of Education shows through statistical studies that 85% of juveniles in the court system are “functionally illiterate:” they cannot read.  Reading failure is a lifelong problem; 70% of adult prison inmates are unable to read above the fourth-grade level, and 21% of the general adult population reads below the fifth-grade level (National Center for Adult Literacy, 2007).  Reading failure is a nationwide, growing problem.

Unfortunately, most students return to the classroom this fall to whole language.  Yes, each fall, most schools tack on something new.  The change that is coming for most schools this year is adding phonics onto whole language—“balanced literacy.”  Phonics is not a new teaching method and neither is “balanced literacy.”  Some schools have already made the switch to “balanced literacy.”  Balanced literacy is also a failure.  So, the schools that are saying, “we’ve added phonics” are still going to fail.  Schools cannot and will not be able to teach struggling at-risk students to read by merely tacking on phonics.  Students need a complete and total change in teaching methods.
 
In Part 3 of this discussion on phonics, I’ll look at what we could do if we focused teaching reading with methods grounded on phonemic awareness principles.

As teachers and students start gearing up to head back to school this fall, the Internet is buzzing with advice.  Be careful.  There is a lot of bad advice, advice that is not research-based or advice that has not been tested with at-risk and struggling students.  Examples are the ones that say, “teach your two-year old to read.”  Yes, there are probably some children who may learn to read at two years of age, but that is not the norm, nor should you fall for such nonsense.  There’s also, “teach your child to read in 10 easy lessons.”  Some children may learn to read in 10 easy lessons—but not all.  Remember, anyone can post anything on the Internet.  Look at their research.  If they do not list rock-solid research findings, I’d be suspicious.  
 
Teaching a student to read is hard work.  Learning to read as a student is hard work.  If someone is telling you that they can teach any child to read in 10 easy lessons, you want to be very cautious of such claims.  I have been teaching at-risk students to read for over 17 years.  It takes more than 10 easy lessons.  Yes, we can teach at-risk students to read.  If we use the correct teaching methods, I believe all students can learn to read.  Research has also proven that the teaching methods that we are using in the classroom are the main cause of reading failure—not teachers, but the teaching methods (Foorman et al., 2015). 
 
Will the new school year bring change?  There is always change.  The problem with change is that the changes implemented in the schools are often incorrect or ineffective changes.  Therefore, reading failure continues, children and teens continue to struggle and suffer, and real constructive change never reaches the school classroom.
 
For example, we are seeing “phonics” mentioned more often.  Many schools are claiming that they are using phonics.  There are approximately 6 different types of phonics being used; so, the questions that you want to ask are:  What kind of phonics instruction are you using?  Do you teach decoding and encoding with your phonics instruction?  Is there any research to show that the type of phonics that you are teaching helps improve reading scores?  Or, are you using “balanced literacy?”
“Balanced literacy” is actually the disproven whole language approach with some phonics tacked on (Moates, 2000).  Balanced literacy has been proven ineffective; it doesn’t work (Foorman et al., 2003).  Yet, many schools claim to be using “balanced literacy.”  It sounds nice; but, unfortunately, it is ineffective
 
Phonics is defined as knowing letter-sound relationships.  Knowing and understanding letter sounds is essential for effective reading.  The problem is the way you teach these letter sound relationships.  There are many phonics methods being advertised [see my previous blog on the confusion on phonics’ teaching methods 7-9-17]:

• Embedded phonics instruction tacks phonics onto whole language teaching methods and has been proven through research to be ineffective (National Reading Panel, 2000).
• Analogy phonics uses rimes and looks for similarities but looks at similarities in whole words.  Memorization is required.  Research shows that this is not an effective method (National Reading Panel, 2000).
  
• Analytical phonics, sometimes called implicit phonics, emphasizes common sounds, often uses the first letter in a word (dog, dad, day, do), relies on rules, and is attached frequently to whole language teaching techniques.  Again, it doesn’t work (Hempenstall, 2016; Johnson & Watson, 2004).
• Systematic phonics has demonstrated that it can be helpful, but research has also shown that it is not enough.  Again, it depends on how you teach systematic phonics.  Systematic phonics can still leave at-risk students confused.  They need more.  To be effective, systematic phonics must teach handwriting and letter formation.  It must also teach both decoding and encoding skills (Hempenstall, 2016; click on the .pdf link).
  

 
Whole language works against the brain’s natural mental processes.  Whole language focuses on the whole word and has been proven over and over not to work. 

Simply saying that your school includes phonics instruction is also not the complete answer to reading failure.  It depends on how the school teaches phonics. 

Schools must do more.  Schools must also recognize that phonics does not work for all at-risk, struggling students.  Phonics focuses on letters.  The brain focuses on sound relationships (Kilpatrick, 2016).  See the upcoming next post of this blog for a better understanding of why simply tacking on phonics will not help teach children to read.

A Twitter user asked me to clarify the terms phonemic awareness and phonological awareness.  I am happy to explain, because yes, I know that these terms can be confusing.  Yet, teachers will encounter these two words, and they need to understand them.
 
Phonemic awareness is when a child sees the word cat and immediately begins to break the word down into individual phonemes or sounds. Phonemic awareness teaches students to break words down into letter sounds (decode) and then put those sounds back together to pronounce or read the word (encode) (see Shaywitz, Overcoming Dyslexia, 2003).
 
Phonological awareness is when the child sees the word cat, breaks the word down into letter sounds, can pronounce the word, and can then take that knowledge and work with it.  This may mean that the student can manipulate the word cat by adding or subtracting letters to make new words:  can, cattle, calf.  The student can break words into syllables.  This also means that the student knows what the word means and can use that word in a sentence (for a complete description of phonemic and phonological awareness see Kilpatrick, 2016). 
 
So, phonemic awareness is the identification or decoding and encoding of letter sounds.  It is part of phonological awareness, which is the ability to work with letter sounds, to build new words from a common letter sound (particularly vowel sounds), and to break words into syllables. 

Now, what is phonics?  Phonics methods emphasize the letter rather than the sound.  Phonics education starts with the letter.  With phonemic and phonological awareness, you start with the oral sound and build toward the letter and the word.  Phonemic and phonological awareness give us a totally different teaching method that evidence shows to be superior to teaching the old-style phonics approach.
 
Phonemic awareness, phonological awareness and phonics are not the same, nor do they use the same teaching methods.  Phonemic awareness is a subset of phonological awareness, but phonics education is an entirely different approach to teaching letter sounds. 
 
Phonics is a means of teaching the relationship between letters and sounds.  The emphasis is on letters or groupings of letters.  There are between 4 to 6 different approaches used for teaching phonics.  Of these 6 different phonics teaching techniques, systematic phonics is the only phonics method that has shown any success in teaching children to read.  Unfortunately, research also shows that systematic phonics leaves many students confused (Hempenstall, 2016; click on the .pdf link).
 
Systematic phonics instruction entails the direct teaching of letter-sound relationships and uses a specific sequence or learning pattern.  Research shows systematic phonics instruction to be the most effective phonics method, but be careful.  There are many different approaches for teaching systematic phonics.  To be effective, systematic phonics must teach decoding and encoding instead of memorization or a list of rules.

Personally, I have completely stopped using the word “phonics” because the word is being used so many different ways—many of which represent ineffective teaching methods.  Instead, I use only phonemic and phonological awareness and vowel clustering.
 
Phonemic Awareness

Phonemic awareness describes when students are taught to hear and recognize letter sounds, identify letter-sound relationships, and decode and encode phonemes.  A phoneme is the smallest unit of sound that can be identified. 
 
The word cat is a common example for teaching phonemic awareness.  Neuroimaging research shows that it is much better to teach students to sound out the word cat (one letter sound at a time) than to teach students to memorize or simply recognize the word cat.  The word cat has three distinct phonemes or sounds.  Students need to break words into letter sounds, even a simple one syllable word like cat. It is better to teach students to sound out each letter sound, one letter at a time, even for multisyllabic or compound words.  There are no rules to learn when learning phonemic awareness, and students are never asked to guess at a word or to memorize a word list.  Students are taught to break all words down into individual letter sounds (decode) and then put those letter sounds back together and read or pronounce the word (encode). 

Phonological Awareness

Phonological awareness incorporates many skills, including phonemic awareness.  Phonological awareness also teaches letter sounds and includes breaking words into syllables.  This is very important when the student is ready to learn multisyllable words or compound words.  Phonological awareness teaches students to work with words.  Students can be taught to add or take letters away to make new words:  the word at can be changed to the word am by taking the letter t away and adding the letter m.  This is a simple example, but the same is true with more complex words:  back, black, sack, stack, act, actor, acrobat.  Building new words with a common vowel sound helps students visualize how words are formed.  Some people will tell you that phonological awareness is just about sound and does not involve alphabet letters or words—wrong.  Phonological awareness teaches the relationship between letters and spoken sounds.  Yes, phonological awareness involves working with the actual written word, breaking the word down into letter sounds, and then understanding how to use that word to express ideas.

Vowel Clustering
 
Vowel clustering incorporates phonemic and phonological awareness by teaching students to decode or break words down into letter sounds and then to encode or reassemble those sounds back into pronounceable words.  Vowel clustering does not stop at simply decoding and encoding.  Vowel clustering also teaches spelling, oral reading fluency, comprehension, and writing.  Vowel clustering has been tested and proven to work with struggling, at-risk, and failing students (Clanton Harpine & Reid, 2009; click on the .pdf link).
 
Vowel clustering teaches both phonemic and phonological awareness by teaching children to decode and encode letter sounds in order to read words (Clanton Harpine, 2011). 

I spoke with a teacher this past weekend who said, “Everyone’s talking about vowel sounds.  I took one look on the Internet, and I’m totally confused.  What is the best way to teach vowel sounds?”

There is a lot of confusion on the Internet.  Some ideas are good, and have been tested and proven to work.  Some ideas have not been tested and do not work; they will only cause struggling students more problems.  Let’s look at some of the bad ideas first.  Then, we will look at vowel clustering and show the right way to teach vowel sounds. 
 
Bad Methods.  Do Not Use.

·         Hand motions or signals—No, I did not make this up.  Hand signals do not work.  It is much better to simply teach the student to break words down into letter sounds.  Teach students to work with letter sounds—not hand motions or signals.
·         A PowerPoint with sounds and action buttons—Computers and tech are all the rage, but research shows that computerized learning is less effective than working with  students in person.  What happens if a student becomes confused or has a problem?  Unless your program is able to teach or understand the student’s problem, the student becomes confused and frustrated.
·         Naturally, worksheets and even digital games are listed—Again, it depends on the game or worksheet.  Worksheets have never proven to be effective teaching tools; they are only for practice once the lesson has been learned.  Worksheets do not teach students who are confused and do not understand a concept.
·         Teaching the most frequently used vowel sounds first, then adding on the other irregular sounds later.  This is an old-style phonics practice that has been proven over and over to be confusing; it is ineffective for struggling students.
·         Word lists with all of the vowel sounds mixed together on one list.  Never.  Teach vowel sounds one at a time.  Do not try to teach a sound for each of the vowels all at the same time.  In other words, do not teach the short vowel sound for all 5 vowels at the same time.  Yes, you may get away with this approach for short vowel sounds, but what happens when you try to teach long vowel sounds?  Letter a alone has 7 letter combinations for the long a sound, plus a sound when it stands alone.  If you try to teach all of these long vowel sounds for letter a at the same time that you are teaching all of the long vowel sounds for e, i, o, u, then you have a group of completely, totally confused students.
·         Picture cues for each sound.  What happens when stories do not have picture cues?  If you have not taught your students to work with the letters and sounds instead of relying on pictures, they are lost and confused.
·         First letter in a word—This is a faulty concept often used in whole language:  ten, to, take, time….  The problem is that the brain does not sort, organize, or conceptualize new words by the first letter.  To build vowel cluster pathways in the brain, you must teach vowels in clusters.
·         Songs—Fun but not always useful for decoding and encoding letter sounds.  Students must learn how to break words down into letter sounds and then put those sounds back together and pronounce or read the word.  We do not have a song that teaches decoding and encoding.
·         Tongue twisters—Again fun, but how do you teach vowel sounds with tongue twisters?  There are 7 different letter combinations just for the long a vowel sound.  How can you teach these combinations with a tongue twister?  We need to stop looking for cutesy ideas and look for actual ideas which will help students learn to read.
·         Mixing vowel clusters—Be careful: some methods introduce ir, us, aw, ue, ay, ou, ie, ea, oy together in the same lesson.  Yes, these are vowel clusters, but they do not fit together.  You cannot just pull out a list of random vowel sounds and say that you are teaching vowel clusters.  Vowel clustering organizes vowel sounds in visual and auditory patterns to make it easier for students to learn. 

The Right Method
 
Many teaching methods talk about vowel clusters, but it is the way you teach vowel clusters that makes the difference.  Vowel clustering teaches the vowel sounds in sound clusters for each vowel—one sound at a time.  For example, all of the letter a sounds must be taught before going on to the next vowel.  This allows students to develop a complete understanding for letter a before adding the next vowel sound.

his is the second in my series about vowel clustering.  I previously mentioned that it is important to use phonemic awareness teaching methods—teaching that alphabet letters represent sounds. Research shows that phonemic awareness methods are much more effective than teaching students to memorize “look say” word lists (see my blog post on 6/23/17 on whole language) or phonics rules (see my blog post on 7/9/17 for the danger of phonics methods being used in schools).  Phonemic awareness is even more effective than the “balanced literacy” approach that some schools are using.
 
Vowel clustering teaches both phonemic and phonological awareness by teaching children to decode and encode letter sounds in order to read words (Clanton Harpine, 2010). All of my reading programs teach phonemic awareness (learning letter sounds) and phonological awareness (learning to work with letter sounds).  Phonemic awareness teaches children to recognize that letters of the alphabet represent sounds.  Phonological awareness teaches children to work with letter sounds to build multisyllable and compound words.  Vowel clustering teaches students to decode or break words down into letter sounds and then to encode or reassemble those sounds back into pronounceable words.  Vowel clustering has been tested and proven to work with all students, including struggling, at-risk, and failing students.
 
So far in our series on vowel clustering, we have established that
·         Letters represent sounds.
·         We read primarily using lower case alphabet letters.
·         Vowels are a key factor in how a word is pronounced.

The next question is how do we teach students vowel sounds?  Vowel clustering teaches all of the vowel sounds in clusters.  The traditional phonics approach was to learn the short vowel sounds for a, e, i, o, u, and then to learn the long vowel sounds for the same vowels.  The critical difference here is that when using phonics, beginning students are only taught long vowel sounds with silent e, such as:  cake, tree, ice, tone, use.  Yet, looking just at the long vowel sound for the letter a, we see an immediate problem with the phonics method.  There are seven different letter combinations that can be used to make the long a vowel sound:  ea, ai, ay, ei, ey, eigh, and silent e.  Of course, the letter a can also make the long a vowel sound when it stands alone, as with the word apron.  So, if you are only introducing students to the long a sound through silent e, you have created a problem and confused struggling students, especially when you come along later and introduce irregular vowel sounds.  Irregular vowel sounds that are thrown in later is how most students get lost while learning vowels. 

Instead, it is much better to teach students all of the sounds for the letter a in a cluster before going on to the next vowel.  Remember, we are training the brain, building pathways in the brain; therefore, it is important to organize the way we teach so that the students can organize how they learn.  We want to work with the brain, not against it.  If we teach in a haphazard fashion, struggling students become confused.  Vowel clustering presents a visual picture through use of a vowel clustered word wall, an auditory learning technique through oral reading and spelling of new words as they are matched to their letter sound on the vowel clustered word wall.  This enables students to see and hear the letter sounds.  Vowel clustering also teaches handwriting because it is very important that students write the words correctly as they practice reading, spelling, and matching letter sounds on a vowel clustered word wall.
 
Vowel clustering is an easy method to teach.  If you have questions, contact me by clicking the e-mail envelope on the top right-hand corner of this page.

One of the trainees in my reading clinic sent an excellent question to me.  She asked, “Once the student knows the at sound (at, bat, cat, …vat) should I then go to multisyllable words with the at sound or should I introduce other simple short a sound words first:  lap, can, ask…)?
 
Answer:  Always stay with simple one syllable short a sound words until the student is very familiar and comfortable with simple one syllable words before going to multisyllable or compound words.
 
Example:  Teach at words:  at, bat, cat….
 
Then teach, ap sound words:  cap, lap, map…  Hold off on apple, happy, clap, or other ap sound words that are more than one syllable or combine multiple consonant sounds.  Teach simple words first, then move up the ladder to more complex words.  You are teaching students how to read, spell, and write words—all at the same time [see my blog on the 4-steps for 2/14/18] .  So, keep it simple.
 
Next, teach an sound words:  an, and, fan, …. 
 
Teach am sound words:  am, bam, ram….
 
Teach ad sound words:  add, bad, fad, sad….
 
In this way, students get the idea that the vowel sound is staying the same, even when the consonant changes.  Again, you want students to learn to work with words but not memorize.  We are training the brain to recognize letter sounds, not memorize patterns or rules.  Once you have established this principle with the student, and the student can read, spell, and write these simple words, then you are ready to move up to more complex words:  an, and, sand, stand… 
 
Some students will move up faster than others.  Do not move up until the student is ready.  Help students see how words change sound before teaching multisyllable or compound words:  apple, happy….
 
You use this same approach for each vowel sound—step-by-step, but remember, teach all 7 sounds for the letter a before starting on the next vowel sound.
 
If you are interested in ready-to-use curriculum that teaches these principles, I do have a book available that I use with my workshops.  Contact me.

A parent of one of my former students at my South Carolina reading clinic asked me what she should do to help her son get ready for school this fall.  Yes, it is July, and a new school year is right around the corner.  School supplies already fill the stores’ shelves, but over 64% of children and teens across the nation will need more than just school supplies to be ready to start school in the fall.  According to the Nation’s Report Card, 64% of fourth graders could not read at the fourth-grade level when they were tested, nor could they read at grade level in eighth grade, and they still couldn’t read at grade level in 12th grade when they graduated (see earlier blog post from 1-2-18 on reading failure).  What do these students need in order to be ready for a new year in school?  They need a totally new approach in reading (Kuppen et al., 2011; Oakhill and Cain, 2012).
 
The student mentioned above had failed for four years before entering my reading program.  He is making progress but still working on catching up.  Some students who fail three years or more can overcome such failure in one year.  We have had students move up four grade levels in just one year at the reading clinic.  Other students need more time.  So, the first thing every parent, teacher, and/or tutor must realize is that every student is different, has a different set of reading needs, and learns in a different way.  I recently featured a blog series on the 12 different teaching methods that we use at the reading clinic.  I encourage you to review those 12 teaching methods.  Using a variety of teaching methods gives every student a chance to learn.  When we only use one teaching method, we are sentencing many students to failure. I do not expect the schools to start using a more effective method for teaching reading this fall.  Teachers are locked into teaching whatever administrators and policy dictate.  I’ve had several teachers say that they wish they could use my vowel clustering method, but it’s not allowed.
 
Even if the schools are locked into using a failing whole language approach for teaching reading, parents, tutors, and yes, even teachers can use vowel clustering and help children and teenagers learn to read (Foorman et al, 2015).   I am working on a new book, Why Can’t We Teach Children to Read?  Oh, but Wait, We Can.  And yes, we can, my reading clinic has nine years of data showing that we can take failing students and return them to the classroom at or above their age level in reading.  No, the new book will not be ready for fall 2018, but if you need help, An older book on vowel clustering is available.  In the meantime, I am starting a new blog series on vowel clustering to help parents, tutors, and teachers work with students who are struggling with reading.
 
The first principle is that letters represent sounds.  The brain focuses on letter sounds (Moreau, 2015).  There are 26 letters in the alphabet and 40 different letter sounds (phonemes).  These letter sounds are made through 250 different letter combinations or spellings.  Quite simply, our letter sounds, pronunciation of words, and spelling of words are confusing. 
 
We read mostly using the lowercase alphabet.  Therefore, students must be able to recognize the lowercase letters and know the sound(s) those letters represent.  Because the vowels—a, e, i, o, u, and sometimes y represent so many different sounds, they present the hardest part of learning to read.
 
Vowels are also the central factor in how a word is pronounced.  For example, the simple letter a uses seven different letter sounds but 22 different letter combinations to make those sounds.  If you’re using phonics rules, you lose most children who struggle when you introduce irregular vowel sounds.  If you are strictly using whole language and memorization of word lists, you lose many struggling students if they cannot memorize.  Vowel clustering does not require memorization, does not have any rules to memorize or learn, and does not limit itself to learning a list of words each week.  Vowel clustering teaches how to break words down into letter sounds and then put those sounds back together to pronounce or read the words.
 
Start with the word at.  See how many words the student can build from the base word at:  at, bat, cat, fat, hat, mat, sat, that, vat.   Keep the sound constant—the at sound.  :  If the student is ready to advance, then begin building  multisyllable and compound words that use the at sound: atom. cattle, atmosphere atom. cattle.  Be careful, do not advance too quickly.  A student who cannot read cat is not ready to tackle cattle. 
 
The important principle is to not change the vowel sound.  Teach one vowel sound at a time. We are training the brain to recognize, hear, and read the at sound.   So, you must only use the at sound.  You cannot throw in the word apple or cab.  Yes, they use the short a sound, but we must train the brain to letter sounds, one sound at a time, and one letter combination at a time.  Once the student has learned the at sound, then study words with ab for cab or ap for apple or an for ant.  Each of these sounds uses the short a sound.  Do not mix sounds.  There are 7 sounds for the letter a.  If you need help, contact me.
 
Word lists and phonics rules do not teach letter sounds (Foorman et al., 2003), and children who cannot memorize word lists cannot memorize phonics rules (Shaywitz, 2003).  I have worked with children from the Bronx to the projects in Chicago.  Yes, every child can learn to read, and we can teach the children and teens who are now failing.  Poverty is not a deterrent if we use the correct teaching method, but we must change how we teach children and teens to read.  Vowel clustering is a new method that has been tested and proven to work.  If you have questions, contact me by clicking the email button (envelope) at the top right corner of this page.

If you're interested, my book Group Interventions in Schools: Promoting Mental Health for at-Risk Children and Youth talks about the mental health effects of reading failure.

Once again we find an online blog using and interpreting the Nation’s Report Card incorrectly.  This time we have, Dr. Marion Blank, a world-renowned psychologist and expert on the development of literacy and language in children, saying that the Nation’s Report Card shows “37 percent to 40 percent of fourth graders to be reading “below basic levels.”
 
No, Dr. Blank.  Please reread the Nation’s Report Card again.  The problem is much worse than how you describe it. 
 
What the Nation’s Report Card actually shows is that in 2017 only 37% of fourth grade students, 36% of eighth graders, and 37% of twelfth graders scored proficient or above in reading (National Center Education Statistics, 2017).  To be labeled proficient, the student must be able to read at or above grade level. Read the fine print very carefully.  Be careful in reading these statistics because many, like Dr. Blank, believe that the Nation’s Report Card says only 37% cannot read; that is not what the statistics show.  What it says is that only 37% of fourth graders across the nation were able to read at a fourth-grade level.  That is less than half. 
 
The eighth grade statistics were even worse — only 36% could read at the eighth-grade level and only 37% could read at grade level by the time they reached twelfth grade.  That means that over half of fourth graders, eight graders, and even half of twelfth graders could not read at their respective grade level when tested.  We must learn how to read statistics correctly, especially those who claim to be experts.  Yes, we all make mistakes, but the children and teens who are suffering across the nation right now from reading failure cannot afford any more mistakes.  The children and teens across the United States and around the world, need the people in power to correct their mistakes and start using methods that work.

Also see my post of 1/2/2018.  

For a student to comprehend a story or text while reading, the student must have word knowledge. The student must be able to decode and encode the world’s letter sounds, and the student must know the word’s meaning (Perfetti & Joseph, 2013).  Without word meaning and understanding, there is no comprehension.  The student must also understand the world’s phonological form, not just the definition of what the word means (Safura & Perfetti, 2017).  The student must be able to recognize the word’s written form (how the letters are shaped) and recognize the letter sounds used to pronounce the word. 

Decoding and encoding skills are essential to comprehension.  Many students today are being told that they have comprehension problems, when in fact they have decoding and encoding problems.  If you are teaching from a memorized word list, you are not teaching decoding and encoding.  Students can never become effective readers as long as we rely on whole language or “look say” teaching methods.  We have the ability to teach students to read and it’s past time that we do so (see my blog post posts from 6/5/17 and 2/5/17). 

True reading comprehension means understanding the meanings of words and then being able to integrate and use those word meanings to understand a sentence, a paragraph, or an entire text.  Safura and Perfetti (2017) call this process the “word-to-text integration process.” 

• First, learning to recognize and pronounce the word. 
• Then, learning the meaning of the word, and finally, integrating that meaning into the overall understanding of the sentence being read and its association with other sentences in the text. 
  
• Then, and only then, do you have comprehension. 

Reading and comprehension strategies taught in the classroom can never be effective unless we also teach identifying letter sounds (encoding and decoding) and word meanings (Landi et al. 2013).  Neurobiological studies in reading show that comprehension is intertwined with single-word reading, comprehension of a written text, as well as listening comprehension (Landi et al., 2013).  Yes, vocabulary and definitions of words are essential to effective reading and successful comprehension (see my blog post from 5/10/18).  Classroom instruction should begin with: 

(1) phonemic awareness, teaching letter sounds.  Students must learn effective decoding and encoding skills.  Memorization does not work. 
(2) The second step is teaching vocabulary and word meanings.  Teachers must take the meanings of single words and then
(3) teach the meaning of that word(s) in a sentence.  Students learn the definitions of the word, and then how to use the word in a sentence (see my blog post of 2/14/18). 

Then finally, children need to know how to put the sentences together and connect the word meanings and sentences into a total text.  This is much more effective than simply reading a story and answering questions.  For example, how often do you stop a student and ask if they know the meaning of a word in a story?  No, students just keep on reading, ignoring the fact that they have no idea what they are reading.  I worked with a group of students once who could read very well, but then, when I ask what they had read, they had no idea.  How often do you ask if the student knows the meaning of a word in a test question? 

A parent brought a school paper to me once, and said, “She failed this.”  I turned to the student and began asking what different words meant on the page, especially from the questions.  The child did not know any of the words.  She could not read or pronounce the words, nor did she know the words' meanings. How can we expect students to comprehend if we have not taught them the meaning, definition and usage, of the words we are giving them?  Don’t just assume that the student knows what you are talking about.  Ask! Find out, what the student understands.  If students do not know the meanings of words, they cannot comprehend. 

Once students have moved from words and sentences to full text passages and stories, then students must be taught (4) to evaluate what they are reading while they are reading.  Students should be taught to ask questions in their head as they read:  What is this story about?  Who is the main character?  It’s like reading a mystery story and asking: Who did it?  A list of questions at the end of a story will not teach this type of internal mental evaluation.  Sometimes students must be encouraged to stop and look up the meaning of a word and then reread a passage instead of just continuing.  Training the brain to monitor what you’re reading as you’re reading is a learned skill, and if we will follow these four simple steps in teaching reading comprehension, we can improve the way students read and comprehend.

Phonemic awareness means being able to identify letter sounds.  Phonological awareness stresses helping children learn to work with letter sounds.  The National Reading Panel (2000) emphasized that phonemic awareness is essential if you want to teach students to read.  Memorization, “look say,” or whole language techniques do not work (see my blog posts from 6/5/17 and 2/5/17). 

Phonological awareness includes learning to break words down into syllables, to identify combined phoneme sounds, to identify words with similar and dissimilar sounds, to blend or split segmented sounds, and to manipulate sounds by changing letters in words and thereby creating new words.  I use word games to teach phonological awareness (see my blog post from 1/27/18 for a more complete description of phonemic and phonological awareness).  All of my reading programs include word games to help children understand and identify vowel sounds in words.  Word games are just another approach for teaching phonemic and phonological awareness to the students.  My word games include vowel-clustered flash cards, letter tiles for spelling, complete the sentence games, and add a letter/take away a letter type games to enhance reading ability.

One of my most successful and popular word games is called Match the Sound.   This game is played with word walls at a bulletin board, or on a table, or even on the floor.  Match the Sound is simply another teaching method used to strengthen phonemic and phonological awareness.  Where some children learn best by practicing words in a puppet play, other children respond best to the game approach.  We absolutely never include competition in our word games, and we do not offer extrinsic prizes or rewards.  We play the game as a team, and we play the game for the fun and enjoyment of playing a game together. We work together; there are no winners or losers. 

At my Reading Orienteering Club after-school program, we turned the bulletin boards into word walls.  The children would take turns reading a word out loud and then matching the word to its vowel sound on the word wall.  This was just another approach for helping children learn how to practice letter sounds, read new words, and spell. Again, the words were always presented in vowel clusters and correct manuscript style writing and formation of letters was emphasized. This helped the children to identify the different vowel sounds and to be able to read what they had written.  The 4-steps (see my blog post from 2/14/18 for a description of the 4-step procedure) help them learn each new word.  The children were not told that they had missed the word; instead, children were told that the word was tricky.  As a team, they then used the 4-steps to capture the word and learn the new word.  Correct manuscript handwriting style was also encouraged (see my blog post from 4/12/18 for the importance of handwriting when teaching reading).

We need to be extra-careful when we talk about teaching reading. A new Microsoft ad talks about helping at-risk students learn to read by “breaking words into syllables” and improving reading speed:

“Help all students improve comprehension and reading speed with free Microsoft Learning Tools that reduce visual crowding, enable text highlighting and voicing, and break words into syllables.”  

As I mentioned in my May 24th blog post, fluency is more than mere reading speed.  Comprehension is more than merely answering questions (see blog post of 5/10/18).  Teaching a struggling student to read takes more than simply breaking words down into syllables, highlighting words, and enlarging the print size.  If we want to teach children to read, we must teach letter sounds (see blog post from 1/27/18).  Highlighting words on a computer screen is not bad, but children who struggle to read need to be taught that letters represent sounds. 

Struggling students need more.  If you really want to teach struggling students to read, you must teach letter sounds, especially vowel sounds (Shaywitz, 2003).  Simply breaking words into syllables does not teach letter sounds.  Even if you are able to teach a struggling student to read a simple story by practicing the words over and over, you still have not taught the student to read.  Until the student can transfer the knowledge that you teach to any story, any book, you have not actually taught the student to read.  It is not fair to pretend to teach a student to read when we actually have the research, the knowledge, and the evidence to show how to teach struggling students to read.  At my reading clinic, students sometimes move up 4 grade levels in reading in one year, able to read many things, not just one story.

Many students struggle with reading fluency.  Schools often teach that fluency is the speed with which you read.  Children are often timed while they read, and sometimes parents are even encouraged to time their children as they read at home.  Shaywitz and Shaywitz (2007) report from their research that timing children can be harmful.  Reading fluency has absolutely nothing to do with how fast you can read (Shaywitz, 2003).  Reading fluency is instead how smoothly the child reads, how accurately, and whether the child understands and can comprehend the material (Wolf & Katzir-Cohen, 2001). Shaywitz (2003) explains that repetition, rereading the same oral passage over and over is the best way to teach reading fluency.  Fluency training should start the minute children begin learning to read. 

Unfortunately, most children do not want to sit and read the same story over and over.  To fill this need, we incorporate puppet plays into our program design.  Children read and practice reading a puppet skit to present during their make-believe TV show, and they will eagerly reread the same skit several times to practice and be ready for the show.  So, our program includes puppetry as a fun way to help children practice fluency, grammatical sentence structure, reading with emphasis and expression, and conveying ideas to an audience.  For an audience to be able to understand what they were saying, the children often had to speak more slowly rather than seeing how fast they could read.  Puppet plays provide an excellent way for children to practice fluency and also brought parents and family in at the end of the session to witness the children’s weekly improvement and accomplishments. 

Reading comprehension and listening comprehension engage different processes in the brain and must be taught separately.  First, students need to comprehend what they read.  The second kind of comprehension is listening and comprehending while someone reads aloud to the student.  There is also a difference between listening to someone read a story out loud and simply listening to someone give oral directions.  So, the third kind of comprehension comes into play when we listen to directions spoken orally.  Each form of comprehension involves different brain cells and requires that different mental processes be engaged (Block, Schaller, Joy, & Gaine, 2002).  Neuroimaging studies have shown that while the brain uses similar regions of the brain for reading comprehension and listening comprehension, the brain engages and uses these regions of the brain in diverse ways.  The brain uses a unique set of processes for each aspect of comprehension:  cognitive processing, executive functioning, and working memory (Baker, Zeliger-Kandasamy, & DeWyngaert, 2014).

The first problem is silent reading.  In school, lessons often emphasize silent reading and answering multiple choice test questions after a story (Ness, 2011), but comprehension is too complex a process to be taught by simply previewing, reading a story, and answering a set of questions (Pardo, 2004).  Research has shown that students need intrinsic motivation, decoding/encoding skills, vocabulary knowledge, and self-monitoring skills in order to be able to comprehend what they read (Block, Schaller, Joy, & Gaine, 2002).  Self-monitoring skills are especially important because students must stop when they do not understand what they are reading.  Many children just keep reading or skip over words that they do not know.  If students are reading silently, how can you tell whether they have trouble processing what they are reading or are failing to comprehend because they do not understand the meaning of the words that they are reading?  If students do not know the meaning of the words used in a test question, how can you determine whether they did not comprehend the meaning of the story or simply did not understand the meaning of the words in the test question?  We cannot teach comprehension through silent reading and answering questions at the end of the story.
 
The second problem is that, too often, students are not taught vocabulary words or the meaning of words.  Students will never be able to comprehend what they are reading if they do not understand the meaning of the words that they are reading.
 
A third mistake in teaching comprehension is that schools often do not teach oral listening comprehension.  Too often, educators do not check to make sure that students in the classroom understand oral directions or understand when stories or passages are read out loud.  We need to be teaching students to comprehend what they read as well as what they hear being read or spoken to them.
 
At the Reading Orienteering Club (ROC), we emphasize three different kinds of comprehension.  The workers at the workstations READ the directions to the children rather than simply explaining what needs to be done.  This helps the children understand what they are being asked to do, but also develops their listening comprehension skills.  Oral explanations and clarifications are also used at the workstations—teaching comprehension from oral directions.  Therefore, both types of listening comprehension must be taught.  Students must listen and comprehend directions that are read orally by workstation helpers.  Then, they ask questions when they do not understand.  Oral explanations and clarifications from the workers at the workstations then allow children to engage their listening skills and comprehension while both listening to oral read directions and oral spoken directions. 
 
Reading comprehension is also taught at the ROC.  Read and Spell word lists and vowel-clustered stories are interspersed throughout the workstations to give children practice reading lists of words and also reading the words in the context of a story.  
 
One workstation is totally devoted to reading.  The children read out loud to a volunteer.  The reading workstations employ the progressive step system (Steps 1, 2, 3) so that each child can read a beginning chapter book.  We want children to practice decoding and encoding words contained in oral passages (stories), but we do not want the stories to be above the child’s ability level.  Everyone starts at Step 1 and works their way up. 
 
We do not use multiple-choice test questions for teaching comprehension.  At the ROC, the children are asked:  Who, What, When, Where, and Why?  Who was the story about?  What happened in the story?  When did the story take place?  Where did the story take place?  And why is this a good or a bad story?  Would you recommend for someone else to read this story?  At the ROC reading clinic, we want the children to fully engage their thinking and analytical processes so that they truly understand and comprehend the stories that they read. 
 
We also use the 4 steps (explained more completely in my 2/24/18 blog post).  The 4 steps are to (1) break the word down letter-by-letter, sound-by-sound, learning to pronounce the word correctly; (2) practice spelling the word out loud and then write the word correctly on paper; (3) give a definition for the word by looking the word up correctly in the dictionary, and (4) write a sentence using the word, making sure the word is used correctly and that the sentence is grammatical.  Children too young to write a sentence can give the sentences orally.  All children write the words correctly on manuscript writing paper, making sure that they are shaping their letter correctly.  Writing is one of the stages in learning to read (see 4/12/18 post).

The children are encouraged to read both fiction and nonfiction.  They even pretend to have their own TV show and became TV reporters.  They report on the books they read, or give factual information about a topic being studied, such as outer space or the ocean.  The TV shows give an extra challenge to students who are ready to take on harder reading material.  The progressive step system allows struggling students to be full participates in the TV show.  They work with age/ability appropriate reading material or become puppeteers. All students can learn to read and comprehend what they read, but we must start at the beginning and teach the decoding and encoding of letter sounds.  We must emphasize phonemic awareness.  Then, we must take letter sounds one step further, we must pull the sounds together into words, sentences, and stories.  Comprehension begins with letter sounds and ends with word meaning.  Students cannot read and comprehend what they read if they cannot decode and encode letter sounds into words.
 
Teaching both reading and listening comprehension is essential for effective reading.  Leading researchers in comprehension are stating that we need interventions that teach encoding, decoding, and comprehension (Cutting, Eason, Young, & Alberstadt, 2011).  At the ROC reading clinic, we teach encoding, decoding, and comprehension at the same time.