Around the nation, students are struggling to read, and Missouri students are no different. In 2022, the National Assessment of Educational Progress found that only 30.29% and 28.48% of Missouri 4th graders and 8th graders were proficient or advanced in reading, respectively—slightly below the nationwide averages of 32% and 29%. If we want to improve these scores, further implementing the science of reading (phonics) could help, but many Missouri universities are not adequately instructing their teachers to use scientifically based reading methods according to the National Council on Teacher Quality (NCTQ).
Why should we care about phonics instruction? Because it works.
There are typically two views when discussing early reading instruction: emphasis on phonics instruction involving daily lessons, and a “balanced literacy” approach which puts an emphasis on understanding meaning (three-cueing method) with occasional phonics sprinkled in. Numerous studies from independent researchers, the National Literacy Institute, and the Congressional-sponsored National Reading Panel have indicated that systematic and explicit phonics instruction is more effective in helping students learn to read than non-systematic (balanced literacy) or no phonics instruction. These results can be seen in schools that implement it, such as in Richmond or in our own backyard at KIPP Victory Academy—whose recent, explicit emphasis on phonics helped it obtain the highest English/language arts growth rate in the entire state from 2018–2021.
So why aren’t all schools using this method? Many teachers believe this approach is incredibly boring and drives the love of reading out of children. Additionally, it is hard for teachers to learn and teach; Missouri’s new phonics training program (LETRS) in Missouri takes 160 hours to complete. Finally, universities are simply not instructing future teachers to use this method effectively, or even hardly at all.
The NCTQ conducted a survey to evaluate which universities are implementing scientifically based reading instruction into their curriculum for future teachers—and the results are concerning. Per the survey, only 25 percent of higher education institutions nationally adequately address all five core components (phonemic awareness, phonics, fluency, vocabulary, and comprehension) of reading instruction. Missouri is no better, as nearly half of our participating* universities received an F on the NCQT’s report.
*Central Methodist University (F), Hannibal-LaGrange University (F), Lincoln University (B), Lindenwood University (B), Lindenwood University Graduate (D), Missouri Southern State University (F), Missouri Western State University (D), Northwest Missouri State University (F), Southeast Missouri State (F), University of Central Missouri (F), University of Missouri-Kansas City (A), University of Missouri-St. Louis (C), University of Missouri-St. Louis Graduate (C); all other Missouri universities declined to participate
Many universities in Missouri seem to be shying away from a strategy that can help teachers become better reading instructors. The LETRS program was a good start, but that law is primarily about identifying and addressing problems in early childhood reading, along with some additional professional development opportunities for existing teachers. We need Missouri universities to get on board and give teachers all the tools they need to effectively teach kids how to read right from the start.
