Phonics improves brain function

Phonics improves the structure of the brain

A research team headed by scientists from the esteemed Yale School of Medicine announced in 2004 a particularly significant finding for children who have trouble learning to read. It was reported by Gilbert Zarate in the Brownsville Herald: http://www.brownsvilleherald.com/opinions_more.php?id=61072_0_11_0_C

The focus of this study, as much of the writing on this topic, is on how to assist struggling readers. While struggling readers show us what the critical issues are, children who are not struggling will be able to learn much more, much quicker, if they are also given exposure to the best teaching practices. Unfortunately, as is commonly the case, teachers leave good students to fend for themselves on the mistaken assumption that they don’t need help. Mom and Dad can and should do things at home to enhance their child’s learning and intelligence.

In the words of the reporter:

“The study reported that the brain function of poor readers actually changes to resemble the brain function of “good” readers when they have been taught to read through instruction that is direct, systematic, and focuses on the sounds and letters that make up words, the meanings of words, and helping children read accurately and quickly.

Using functional MRI scanners, researchers were able to document that effective reading instruction not only improves reading ability but actually changes the brain’s functioning so children can read more efficiently. These struggling readers were taught to read using a comprehensive reading program that focused on systematically teaching phonemic awareness, phonics, reading fluency, vocabulary and spelling and, as a result, formed new and lasting neurological connections and pathways in parts of their brain that regulate reading ability.

We know that almost every child in America — whatever race, ethnicity, or socioeconomic level — can become a strong and confident reader when taught through a comprehensive approach grounded in systematic, research-based instruction. And we know that scientifically based reading instruction can be successfully implemented in all schools — whether urban, suburban, or rural.

Unfortunately, the reality today is that nearly 40 percent of fourth-grade students are unable to read at grade level. While many policymakers, educators and parents are enthusiastic about teaching children to read, not all schools and school districts are implementing instruction grounded in scientific approaches that have been proven to increase reading skills. Despite what we know works, not all schools have put in place carefully developed, comprehensive reading programs that include research-proven instructional practices. This is a travesty.

We know that reading instruction for struggling readers must be explicit, systematic, and allow sufficient time for student learning. We also know that the reading curriculum should include the five critical components that are fundamental to learning to read — phonemic awareness, phonics, fluency, vocabulary and reading comprehension.”

So if the scientific evidence strongly proves that phonics instruction re-maps the brain for the better, why does the educational establishment, for the most part, continue to ignore the data and teach ineffective reading (and math) methods? Part of the answer may be found in the lobbying and monetary influence of textbook publishers, who follow fads for personal gain rather than true research results. Part of the answer may be found in the egos of some educational people pushing their own theories and agendas. Part of the answer can be found in the inertia and ennui of large government entities, schools, to resist change.

Whatever the factors, it is clear that parents must not let their gifted children be left to fend for themselves in school. Parents can follow the best practices of phonics reading instruction (and math instruction) with their children at home to ensure a great foundation for success.

http://godfreymethod.com/default.aspx