why has the teaching of reading become so controversial even at times political
People latch on to pet theories and stick with them through thick and thin. Advocates of phonics versus whole language battle it out. Unfortunately many educators often ignore research that supports an opposing view.
My granddaughter and grandsons have been taught how to read by a variety of people and therefore a variety of ideas. Primarily, though, they began with the Dolch Sight Word list -- http://gemini.es.brevard.k12.fl.us/sheppard/reading/dolch.html (one district's way of using them) -- and then went on to phonics. They are all good readers, and I believe it's because of the combination, not only of methods, but also teachers.
And unfortunately, Ms. Sue is right -- too many teachers don't keep up with research -- don't even read it, in fact. Very sad.
And then there's the small research study done several years ago by Indiana University. All of the 7th graders in a rural school were given a reading test. A few weeks later they were given another reading test with this difference. Half the group was told that there were prizes for those students who had improved their scores the most. The other half were not told anything. Guess which group did better on the second test??
The teaching of reading has become controversial and sometimes political because it is intertwined with different approaches and methodologies. Various theories and methods have emerged over the years, each with its own proponents and critics. Here are some reasons why the teaching of reading has become a contentious topic:
1. Phonics vs. Whole Language: One of the major controversies in reading instruction is the debate between phonics and whole language approaches. Phonics emphasizes teaching children the relationship between letters and sounds, while whole language focuses on meaning and context. Proponents of each approach argue for the superiority of their method, leading to ongoing debates about which is more effective.
2. Research and Evidence: Reading instruction relies on scientific research and evidence, which can be interpreted differently by different groups. Some argue that certain methods are supported by more robust evidence, leading to disagreements over which approaches should be prioritized in schools.
3. Testing and Accountability: Government policies and standardized testing often influence reading instruction. When testing results become tied to teacher evaluations or school funding, there is increased pressure to adopt particular teaching methods. This can lead to heated debates about the merits and limitations of these policies.
4. Cultural and Ideological Differences: Different cultural, social, and ideological groups may hold divergent beliefs about what should be taught during reading instruction. Factors such as language backgrounds, socioeconomic status, and cultural values can influence perceptions of what constitutes effective reading instruction.
5. Emphasis on Early Literacy: Another point of contention is the emphasis on early literacy and the age at which reading instruction should begin. Some argue for early intervention and explicit teaching from a young age, while others advocate for a more play-based and developmentally-appropriate approach.
6. Parental Involvement and Expectations: Parents play a significant role in shaping the discourse around reading instruction. Parents may have different expectations, preferences, and experiences related to reading. This can lead to differing opinions and even political pressure on educational systems.
In summary, the teaching of reading becomes controversial and political due to disagreements about the most effective approaches, conflicting research and evidence, the influence of testing and accountability, cultural differences, debates over early literacy, and the involvement of parents.