Beginning to read: foundational literacy development

¶ … learning how to read, and the development of language as well as language skills. Much of the book is descriptive and historical in nature, though ample space is also provided to contemporary empirical research and its findings concerning reading development and current issues being faced in teaching beginning readers. The conclusions in this regard are that the teaching of phonics is inconsistent both in terms of what is considered to fall under the umbrella of "phonics" and in the specific methodologies and perspectives brought to bear in trying to provide phonics instruction to beginning readers. The focus on mechanical understanding rather than critical understanding in later readers and budding writers is also discussed, with direct implications for beginning readers and on beginning reading instruction.

The research findings suggest that other modes of instruction and greater consistency and clarity in certain methodologies are necessary in order to achieve more effective beginning reading education. Developing critical thinking and reading skills alongside the development of basic language skills creates a positive reward cycle, according to this research, as reading becomes a more involved and rewarding process the more a text is fully understood and engaged with, and the more rewarding reading is the more reading is undertaken by the beginning learner (and by future learners, to be sure). At the same time, learning fundamentals such as letter names and sounds earlier in childhood is an excellent predictor of later success in reading, meaning the mechanics of language are still highly important.

It is not clear from this book that the studies summarized therein have yet to have a major impact on reading instruction, though the evidence cited in the book makes it clear that the approaches, perspectives, and methodologies advocated by the book's author are quite effective at improving the pace of reading skill acquisition, heightening the level and depth of reading comprehension and the skill level at which reading occurs, and achieving beginning reader status earlier in instruction. Should the policies and methodologies described herein become more widespread in their implementation, it is likely that a major effect on beginning reading would be had, with drastic improvements in reading scores and fewer reading difficulties encountered at all ages of instruction. Reading truly is fundamental to the understanding of any other learning that occurs through language transfer, and thus a focus on reading instruction is a foundational way to address large-scale educational difficulties.