Beyond Phonics
Recent national reports reveal persistent challenges in Oregon's education system, particularly in reading and math. According to the latest data from the National Assessment of Education Progress (NAEP), Oregon students, especially those in fourth and eighth grades, continue to perform below pre-pandemic levels. In fact, Oregon ranks among the lowest states in the nation for reading proficiency, with 69% of fourth graders and 70% of eighth graders failing to meet basic reading standards.
These results reflect the continued struggle of students to recover from pandemic-related disruptions. In response, the Oregon Department of Education has expanded literacy initiatives to support schools that serve the most impacted communities. According to Charlene Williams, the state’s education department head, these efforts aim to ensure that students have access to high-quality instruction and resources. Additionally, summer and extended learning programs are now seen as essential tools for closing gaps and accelerating student progress.
Despite these efforts, Oregon’s reading proficiency still falls behind national averages. While math scores nationwide have shown some improvement, Oregon continues to face significant challenges in literacy. Part of the difficulty stems from the wide variety of reading curricula available, making it challenging for schools to choose programs that are both effective and affordable. Many educators also find it difficult to personalize instruction in ways that address the unique needs of each student.
Moreover, there remains a critical gap in teacher preparation. While many programs focus on phonics and other technical aspects of reading, few equip educators with strategies to foster a genuine love of reading in their students. Effective reading instruction goes beyond the mechanics; it’s about creating environments where students are excited to read. Educators need the tools not only to teach reading skills but also to inspire curiosity and joy in the process.
Phonics is an essential part of reading instruction. It teaches students how to decode words, understand letter-sound relationships, and gain fluency. Phonics is especially important in the early stages of learning to read, providing students with the necessary skills to comprehend written language. Without phonics, students can struggle with word recognition and fluency, making it harder to understand what they read.
However, phonics alone does not create a lifelong reader. While it equips students with the technical skills to decode text, it doesn’t inspire a love of reading. To cultivate true readers, we need to go beyond phonics instruction. We must create opportunities for students to connect emotionally with books, helping them see reading as an adventure and a source of joy.
Alongside phonics instruction, we must encourage excitement and engagement with reading. One of the most effective ways to do this is by offering students choices. When students have the freedom to choose their own books, whether they are picture books, graphic novels, or chapter books—they take ownership of their learning. They begin to see reading as something they enjoy, not just a school requirement.
As educators, we should provide a range of reading materials that cater to diverse interests, reading levels, and genres. The more freedom students have to pick books that interest them, the more likely they are to embrace reading as a joyful activity. This choice empowers them to engage with literature and fosters a lifelong love of reading.
In both my undergraduate and master’s programs, I learned extensively about the technical aspects of teaching reading, phonics, vocabulary development, comprehension strategies, and fluency. These elements are crucial for helping students become proficient readers, and I felt well-prepared to help them decode words and understand texts.
However, there was a significant gap in my training: I was never taught how to instill a love of reading in my students. While my coursework gave me a strong foundation in the mechanics of reading instruction, it didn’t teach me how to inspire my students to connect emotionally with books or explore literature as a source of curiosity and creativity.
This gap in teacher preparation is crucial. As educators, we often focus on the “how” of reading instruction without considering the “why.” We dedicate so much time to teaching the technical aspects that we sometimes overlook the importance of fostering a genuine love for reading. To truly support our students, we must shift our focus to include both the skills and the joy of reading.
We need teacher preparation programs that strike a balance, equipping educators with the tools to teach reading effectively while also providing them with the knowledge to cultivate a passionate, lifelong love of literature in their students. Only then can we hope to develop not just proficient readers, but enthusiastic, engaged ones who carry the joy of reading with them throughout their lives.
