7/5/2023

Finding Common Ground During the Reading Wars

How California put aside differences to improve student-centered outcomes

After decades of clashing philosophies on the best method to teach students to read, is it possible to set differences aside and find common ground?

Some California educators think so.

In episode 6 of our All for Literacy podcast, host Dr. Liz Brooke has an in-depth discussion with Dr. Claude Goldenberg about his work with other education and literacy experts in California to create a general agreement about what constitutes comprehensive, evidence-based early literacy instruction.

Pivot Learning, an organization that works to accelerate student learning and close educational gaps, initiated the project “to try and anticipate and prevent some of the…acrimonious discussions…that happen with great regularity” when policymakers and policy shapers discuss literacy, Goldenberg explains.

“[Could] we bring what we know about the research and some of the leading participants in these discussions…and say ‘OK, here are some things we can agree on?’” Goldenberg tells Brooke during the episode.

And it seemed the answer was “Yes.”

In 2022, 17 literacy and education experts in California, including Goldenberg, convened for in-depth research, interviews, and discussions. After careful and thorough deliberation, the group outlined three key areas of common ground. And on March 9, 2023, Pivot Learning released a working paper that detailed the findings.

“Narrowing Down to Find Common Ground: Shared Agreements for Effective Literacy Instruction in California” breaks down the methodology the group used to establish the three areas of collective consensus—literacy and multilingual learner (ML) and English Learner (EL) students; early screenings and assessment; and foundational skills.

The Methodology for Finding Common Ground

Step one of the methodology allowed the group to identify an expanded list of the most pressing issues facing literacy education in California. Group leaders held interviews with key participants, asking open-ended questions like “How would you characterize current literacy debates?” and “What are the main areas of disagreement among various perspectives?” These interviews helped outline the themes needed for the project to be credible, effective, and representative.

After the interviews, step two commenced. “We did…a series of focus groups, and from those focus groups, emerged five themes,” Goldenberg says. Participants attended focus groups with the purpose of clarifying terms and prompting further discussion. At the end of step two, five initial themes were solidified and the group moved on to the next round of deliberation.

In September 2022, 14 expert participants convened in Irvine, California, for step three. “We took the themes that emerged from the interviews and the focus groups, and then actually boiled [them] down to three that we were going to focus on,” Goldenberg explains.

The group found common ground as participants agreed and discussed the three final themes—literacy and multilingual learner and English learner students; early screenings and assessment; and foundational skills. Each theme also included an outline of remaining issues and questions bookmarked for future discussions.

Common Ground 1—Multilingual (ML) and English Learner (EL) Students

Project participants found several areas of common ground when it came to literacy instruction for multilingual and English Learner students. This included agreements that ML and EL students should participate in programs that build competence across at least two languages, and that relevant research should guide literacy instruction, among other common areas of consensus.

The remaining issues around ML and EL students revolved around the complexity of the matter. Future discussions are needed to clarify the relationship between language and literacy teaching, sociocultural status, historical exclusion, identity issues, and more.

Common Ground 2–Screening for Possible Reading Difficulties in K–2, Not to Identify Dyslexia

An indication of the issue's complexity, project participants identified eight areas of agreement regarding screening for possible reading difficulties. Common ground included the idea that universal early screening is meant to identify students who may be at risk for reading difficulties versus diagnosing disabilities, screeners must be part of a larger-scale plan for promoting literacy development, parents must understand and be engaged in the use of screeners, and five other points of agreement.

While participants agreed on many points, the group felt more discussion was needed about how to implement universal early screening to ensure equitable implementation.

Common Ground 3—Foundational Skills

The final point of agreement revolved around required foundational literacy skills for students. Project participants agreed the definition of foundational skills should be grounded in California's English Language Arts/English Language Development Framework, directly connected to elements in instruction, implemented in a way that is connected to the overall literacy plan, and others.

The participants agreed on the importance of foundational skills but needed further discussions to decide how much time should be devoted to these skills and how that amount of time would change based on age, grade, or reading level.

Finding Common Ground is More Important than Ever

“I want to see more explicit efforts to find common ground because I know it exists,” Goldenberg says. “I knew it before we did this Pivot Project, and I’m more convinced of it now.”

Hearing firsthand about Goldenberg’s experience finding common ground despite the many sides of the reading wars is an eye-opening and inspiring experience. The project shows it is possible to outline agreements and priorities focused on improving student-centric outcomes.

With 67% of fourth-grade students reading below grade level, moving past the issues created by the reading wars and placing student skills and achievement at the forefront is more important than ever. “We need to stop these ridiculous reading wars because they’re really not helping anyone,” Goldenberg concludes during the episode.

Listen to our All for Literacy episode with Dr. Claude Goldenberg today to better understand how to find common ground among the many sides of the reading wars and establish a solid framework for student success. 

Hear more from Dr. Claude Goldenberg about the foundational use of student-centered goals to create institutional change in part 2 of his interview with Dr Liz Brooke on episode 7 of the All for Literacy podcast.