READING TEACHERS in schools, DO NOT KNOW HOW TO TEACH READING AND SPELLING, THEY NEED HELP!
Most reading and spelling problems in schools, the primary cause of the students' academic failure can be prevented through appropriate instruction because their whole language approach to teaching is not effective.
Reading scientists estimate that 95% of students can be taught to read and underprivileged students need not fail. Students regardless of the color of their skin, and family backgrounds can be successful in schools with strong leaders who have knowledge about effective teaching instruction and well-prepared and supported teachers.
Teaching reading and spelling is complex and challenging and it requires considerable expertise. While all kindergarten, grade one, grade two, and grade three teachers are licensed, they are not well-equipped to teach the English language particularly to students with moderate or severe learning disabilities because they have little or no background in reading psychology and language structure.
While some reading teachers claim that they teach phonics, they are teaching them inaccurately, unsystematically, and with insufficient reinforcement and practice for the skills in reading and spelling. Kindergarten teachers for example do not know how to teach the sounds of the English language, the foundation for learning to read and spell. They are adding the short vowel a sound to the sounds of the following letters: c, k, d, f, g, j, l, m, n, r, s, t, and v.
They teach reading and spelling unstructured. As you have noticed, your child arrived at home with a sheet of spelling list to learn but with no instruction except to " practice these words" for the spelling test on Friday. This spelling list is mixed up with simple and long words combined with a short vowel, long vowel, and vowel team words such as about, got, cake, something, everyone. Although your child might score eight out of ten on his spelling test, after a week your child has forgotten how to spell those words and if he needs to learn these words again, he will start to practice writing down these words all over again.
Reading teachers at schools do not know how to teach reading and spelling correctly and explicitly. Most of the students have significant difficulty with particular sounds, such as distinguishing the short sound or i for e, o for a, and vice versa, as well as when the letter c becomes k sound such as cat, and /s/ sound such as the city. They are also quick to move their lessons with mixed-up words such as around, candle, their, circle, etc., with no further instruction or explanation why we are reading and spelling the words that way.
Where did they get their instruction to teach reading and spelling?
Most of the reading teachers do not understand the language system and they got their lessons from everywhere such as the misleading the Internet resources and textbooks, but I believe they do care and they want to be better teachers as well.
Effective instruction in learning to read and spell is the missing foundation in teachers' education and the reading teachers have not learned it either from their school's education programs or professional training development. School systems also spend very little of their budget for effective teachers' literacy training. Some schools once contacted us for their teachers' training but they only want to pay the same amount as the other training providers they have hired.
Furthermore, our education system fosters an environment of independence and isolation with no accountability. Reading teachers teach independently in their classroom and they are not held accountable for their own actions. They can teach reading and spelling the way they want and how they want to students regardless of the outcome: failure or success. They make decisions about the literacy instruction from either the misleading online resources or printed materials and they are relying on their own instincts about how their students learn.
to be continued...