An Assembly bill introduced this week would require all California schools to teach students to read using the “science of reading,” a phonics-based approach that research shows is a more effective way to teach literacy.
AB 2222, introduced by Assemblymember Blanca Rubio, a Democrat from West Covina, is backed by Marshall Tuck, who ran for California superintendent of public instruction in 2018. Tuck is now the chief executive officer of EdVoice, an education policy organization. It’s also backed by the advocacy groups Decoding Dyslexia California and Families in Schools.
Many schools in California have already transitioned to the science of reading approach, but some are still using a method known as balanced literacy or whole language, which emphasizes sight recognition of words in addition to phonics. The battle over the best way to teach children to read has been heated, because the stakes are so high: strong literacy skills are linked to higher graduation rates, better employment opportunities, the chances of being incarcerated and the state’s overall economy.
Although research is clear that phonics is a more effective approach to literacy, the so-called “reading wars” are far from over. Advocates for English learners have sometimes been reluctant to embrace phonics — which focuses on sounding out words, rather than sight memorization — because it may not take into account English learners’ unique language needs and skills. For example, they might need more help with comprehension and spoken English, rather than phonics.
Martha Hernandez, executive director of Californians Together, which advocates for English learners, had no comment on the bill because she hadn’t seen it yet.
But Yolie Flores, president of Families in Schools, which also advocates for English learners as well as other students, said the bill addresses the unique needs of students who are not native English speakers by requiring professional development and any new curriculum to specifically include teaching methods, content and materials to benefit those students.
Ultimately, the matter is too urgent to ignore, Flores said.
“My father never learned to read. He milked cows and picked vegetables. I saw first-hand the lack of agency, lack of power, lack of opportunities he experienced,” said Flores, who was an English learner herself. “By not putting into play a comprehensive, systemic solution to our literacy crisis, we are intentionally setting students up for failure.”
Teachers unions also have a history of opposing legislation that requires specific teaching methods, particularly related to literacy. Teachers, they have argued, should have the freedom to use whatever approaches work best with their students. The California Teachers Association, the state’s largest teachers union, did not immediately respond to a request for a comment.
Training teachers would potentially cost California $250-300 million, the bill’s authors estimate. But eradicating illiteracy would bring enormous economic benefits, increasing the state’s gross domestic product by $360 billion, according to the bill.
The bill is necessary, advocates said, because of California’s dismal literacy rate. Only 43% of California third graders were reading at grade level last year, according to the most recent Smarter Balanced test results. Among low-income students and Black and Latino students, the rate was 30%.
“Despite various efforts across the state over the years, we have large numbers of Black, Latino, English learners and students with disabilities still struggling to read by the time they leave elementary school. This has been a known issue for decades,” said Heather Calomese, chief policy and advocacy officer at EdVoice. “If we have research and evidence that shows us that there is a more effective way to teach students how to read, why would we not embrace those practices?”
If it passes, the bill would go into effect in 2025.
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