If we do not use artifact-based reading techniques to depict deep comprehension, then reading is meaningless. Therefore, as educators, we need to raise the bar high to help learners create artifacts (learning products) to depict deep comprehension when engaging in reading.
While phonics, phonemics, fluency, and vocabulary are foundational reading phases, reading goes way beyond these phases. The goal of reading is deep comprehension, so we need to provide learners with the opportunities, space, and time to use valid, reliable, authentic, and meaningful artifact-based comprehension strategies. The bar must be raised to high levels of deep comprehension, that is, the highest levels of Bloom’s Taxonomy.
Simultaneously, we must also provide educators with the support needed to implement high-quality, artifact-based reading comprehension strategies that focus on the creation of excellent learning products. If we continue to keep the bar low and keep reading at the phonics, phonemics, fluency, and isolated vocabulary stages, then we continue to do a disservice to our students and widen the equity gaps.
As educators, we need to ask ourselves the following questions and dig deep to find solutions:
- Why are we not using reading strategies that align with the highest learning levels in Bloom’s Taxonomy when these are the levels of learning that align with creativity, innovation, and deep comprehension?
- Why are we not making artifact-based reading a primary reading goal?
Let’s take a closer look at the definitions, connections, and reasons behind the push for the Reading of Science strategies and artifact-based reading.
Definitions and Connections to Reading Comprehension
Not being able to read comprehensively has trickling negative effects on our society at large because literacy “empowers and liberates people”. Reading falls under the umbrella of literacy and goes hand-in-hand with speaking, listening, and writing. If we fail to see the big picture and connectedness, and comprehensively and correctly read and implement the science of reading research, theories, and strategies to develop excellent and literate readers, then we are failing our students, workplace, and society.
In 1958, UNESCO defined literacy as “the ability to read and write, with understanding, a short, simple sentence about one’s everyday life.” Over the years, the definition of literacy has evolved to align with the innovation and evolution of the types of information and text at hand. In 2003, the definition was updated to, “ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society” (UNESCO).
In the various definitions of literacy, the main goal is always reading comprehension. It is important to be aware that comprehension can be at a surface or deep level, so we must ensure that the bar is always raised high to focus on deep levels of comprehension while using the surface level to scaffold. It is extremely important to note that “the essential component of reading is to develop and enhance the self-directed learners” and “reach the pinnacle of reading comprehension, that is, applied comprehension” (Harrington-Atkinson, 2021).
At a deep level of comprehension, the focus is on the highest levels of Bloom’s taxonomy. It is not on simply pronouncing words, reading at a distinguished rate, and analyzing vocabulary in isolation. Instead, at this level, learners are analyzing, generating, creating, constructing, summarizing, organizing, curating, and ideating for effective and meaningful application of knowledge gained.
A Reading Focus Catalyst and Surge
While there are ongoing movements diligently focused on reforming reading instruction, our data still shows that learners, including adult learners, are still struggling readers. Additionally, more of our society and workplaces are facing the consequences of low comprehension abilities.
Typically, the concept of being able to read well is connected to immaculate pronunciation, enunciation, reading rates, and in some cases, a focus on the accepted accent. None of these relate to the most beneficial aspects of reading: comprehension, synthesis, ideation, creation, innovation, and application. Attaining deep comprehension not only impacts our intellectual ability but also our confidence in ourselves, our abilities, our character, our integrity and so much more.
A catalyst for the more recent Science of Reading movements stemmed from a radio series hosted by journalist Emily Hanford, Mississippi’s 2013 test scores, and advocacy from a network of parents of children with dyslexia. Other significant factors that contributed to the Reading of Science surge are the underlying learning gaps and extensive learning issues unveiled during the pandemic. It is extremely important to challenge our country to up the ante for reading since “only about one-third of our fourth graders are reading at grade level and this number is unchanged in eighth and twelfth grades and has been relatively flat over time.” (NCES, 2019).
More recent data expresses the same concerns. However, as we urgently search for and use science of reading strategies to develop literate readers, we must ensure that our reading of science is extensive, thorough, and deeply analyzes the validity and reliability of the selected science of reading research and pedagogical practices.
The SAGE Approach to the Science of Reading
Valid and reliable research supports reading practices that focus on depicting deep comprehension. If we want to improve reading comprehension and develop literate readers who can function effectively in school and the workplace, then we must change our reading techniques to a SAGE approach. We must use a blend of valid and reliable research-based reading strategies that focus on the whole brain and allow students to depict deep comprehension through artifact-based reading. To inspire our growth and be change agents, we first have to gain a comprehensive understanding of the science of reading.
Allow learners to select and use Student Write strategies for inferencing, synthesizing, and creating artifacts to represent knowledge gained when reading text. Reading goes way beyond phonics, phonemics, fluency, and vocabulary. Therefore, it is very important to go beyond fluency, reading rate, and isolated vocabulary and provide learners with extensive time to use student-selected Student Write strategies to represent their deep comprehension of text. The goal of reading is comprehension. How are learners using Student Write Strategies to represent their comprehension of text profoundly?
Give learners time to engage in meaningful “Student Read-Write-Talk-Listen” activities simultaneously. The Wernicke’s area in the brain makes sense of spoken and written language by connecting to images, prior knowledge, learners’ personal experiences, and more. Learners have been naturally immersed in a world of sound from birth, so meaningful spoken language is very important as it incorporates what has already been in place. A Reading-Writing-Speaking-Listening focus develops the process of orthographic mapping and, very importantly, neuroplasticity to build neural circuitry and stronger neural networks for deep comprehension.
Growth mindset is a neuroscience connected skill focused on the neural growth actions of embracing change and challenges, persisting through obstacles, developing grit, overcoming limiting beliefs, and so much more. Learners need ongoing guidance on how to develop and focus on a growth mindset when creating high-level and excellent comprehension artifacts. Representing comprehension is not and will never be a one-time practice. Learners must embrace the growth mindset oof editing and revising multiple versions of initial written drafts to create excellent learning products by engaging in ongoing self-reflection and metacognition, and implementing meaningful feedback.
Student Write reading strategies need to be implemented across curriculum and content, with the premise that all teachers are reading teachers. Increasingly, books and education programs are indicating that reading is no longer a subject, but a profound pedagogical strategy that strongly focuses on having learners represent what they comprehend. To further deepen comprehension, Student Write reading strategies must be coupled with extensive time for students to engage in research, design, revision and revision within and outside of the classroom walls, to support the creation of excellent learning products, and the development of stronger neural connections and literacy skills.
To inspire growth and be agents of change, we first have to gain a comprehensive understanding of the science of reading. The second post in this 5-part series shares thought-provoking information and questions that will make you engage in introspection to dig deep and understand yourself as an educator. You will be challenged even more to think outside the box to find those soul-searching and honest beliefs, goals, and purpose behind the science of reading.
Challenge yourself to think outside the box and reflect on your thoughts about the Science of Reading in part 2 of this series: A Deeper Dive Into the Science of Reading.
About the Author
Cherry-Anne Gildharry holds a Bachelor of Science in Mathematics, a Master of Science in Education, and a Graduate Certificate in Instructional Coaching. In her 29 years in education, Cherry-Anne has served in Trinidad and Tobago, North Carolina, Iowa, Texas and across the U.S. as a High School and Middle School Math Teacher, Department Chair, Teacher Leader, Algebra 1 and Geometry Lead teacher, Workshop Creator and Facilitator, Marzano’s Demonstration Teacher, School-Based and District coach, Leadership Coach and Collaborator, Learning Design Strategist, Virtual Instructional coach, Professional Development Auditor and Professional Development Content Creator.
Cherry-Anne has a track record of success as a teacher and a coach, with 100% of her Algebra 1 and Geometry students attaining pass scores for consecutive years in NC and students of teachers she coached, including Teach for America teachers, attaining the same pass rate.
Fun Fact: Cherry-Anne loves globe-trotting with her wife Melanie Gildharry! To date, they have traveled to all 50 states and 47 countries with 25 of them being European countries. Cherry-Anne took her first international flight from Trinidad and Tobago at age 9 to the United Kingdom to visit Scotland and England.
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