Dyslexia and the Reading Wars

Sometimes the axon highways almost seem to pave themselves. My daughter, Laura, began to read all of a sudden, the summer before kindergarten. (“It’s hard to believe that ‘knock’ starts with ‘k,’ ” she said, while following along as I read her a bedtime story about Amanda Pig.) But even she didn’t become a reader entirely on her own. All children have to learn the relationships between letters and meaningful sounds. For some it’s harder than for others. “Maybe instead of four lanes you have two,” Gaab said, “or instead of a smooth surface you have a bumpy one.” Caroline had a large vocabulary, and she was read to as often as Laura was, both at home and at school, and there were just as many colorful plastic alphabet magnets stuck to the refrigerator in her kitchen. But she needed teachers who understood that literacy doesn’t happen naturally, especially for children with dyslexia.

A decade ago, Emily Hanford, a senior correspondent at American Public Media, was researching a story about college-level remedial-reading classes. She became interested in dyslexia and then in literacy generally, and in 2022 she produced an immensely influential podcast series, “Sold a Story,” about reading instruction in American schools. The central argument is that teachers all over the country employ instructional methods and materials that were proved, long ago, to be not just ineffective but counterproductive. Such methods, Hanford demonstrated, are based on a fundamental misunderstanding of how children learn to read. They direct beginning readers to look for hints in illustrations and to make deductions based on context, word length, plot, and other cues, with only incidental reliance on the sounds represented by letters. The idea is that, as children become adept at deduction, the mechanical side will, in effect, take care of itself.

Skilled reading has many elements. A popular metaphor is the “reading rope,” created by the psychologist Hollis Scarborough in 2001. It depicts eight “strands,” which readers weave together as they become proficient. The strands include not just an understanding of the sounds represented by letters and combinations of letters but also such elements of language comprehension as vocabulary, grammar, reasoning, and background knowledge. All the strands are necessary. In Hanford’s view, the ones related to word recognition, including phonological awareness and decoding, have often been neglected. That harms many students and is a disaster for children with dyslexia.

Antipathy to phonetic decoding is sometimes traced to the nineteenth-century American educator Horace Mann, who described the letters of the alphabet as “skeleton-shaped, bloodless, ghostly apparitions” and argued in favor of teaching children to recognize words as discrete units. A later, more powerful influence was Marie Clay, a teacher and researcher in New Zealand, who studied schoolchildren learning to read and concluded, in the nineteen-sixties, that understanding the relationships between letters and sounds wasn’t essential. Hanford, in the second episode of “Sold a Story,” says, “Her basic idea was that good readers are good problem solvers. They’re like detectives, searching for clues.” The best clues, Clay reasoned, were things like context and sentence structure. Frank Smith, a British psycholinguist, came to the same conclusion. He argued that, to a good reader, a printed word was like an ideogram. “The worst readers are those who try to sound out unfamiliar words according to the rules of phonics,” he wrote, in 1992.

There have always been opposing voices. In 1955, Rudolf Flesch published “Why Johnny Can’t Read,” a brutal indictment of “whole word” methods. “If they had their way, our teachers would never tell the children that there are letters and that each letter represents a sound,” Flesch writes. To illustrate the problem, he recounts a story, told by a literacy researcher, about a boy who could read the word “children” on a flash card but not in a book. (The boy explained that he recognized the flash card because someone had smudged it.) Flesch’s book spent months on best-seller lists, but teaching methods like the ones he had seemingly destroyed remained widely used.

“We’re only walking to the other end of the cage.”

Cartoon by Lynn Hsu

Today, two of the most popular reading-instruction programs are Units of Study, whose principal author is Lucy Calkins, a professor at Columbia University’s Teachers College, and Fountas & Pinnell Classroom, by Irene Fountas and Gay Su Pinnell. Both are traceable to the work of people like Clay and Smith, and both are sold by the same educational publisher. They have remained entrenched in school systems even though scientific studies have shown that their theoretical foundations are flawed. Technology that allows researchers to track the eye movements of people as they read has demonstrated, for instance, that good readers actually do decode words by looking closely, if quickly, at letters and combinations of letters. Dehaene writes that “ ‘eight’ and ‘EIGHT,’ which are composed of distinct visual features, are initially encoded by different neurons in the primary visual area, but are progressively recoded until they become virtually indistinguishable.” If fluent readers are able to read familiar words in a way that makes it seem as though they’re recognizing ideograms, it’s because they analyzed them phonetically during earlier encounters, prompting their brains to create permanent neural pathways linking spelling, sound, and meaning.