GLAD® and The Science of Reading

OCDE Project GLAD® is a model of language and literacy. Language and literacy – these words have been in the description of our model since the 1980’s. Of course ,we know what they mean, right? Over the past several years, I have been doing a lot of reading and research on the Science of Reading, as many of us have, and reflecting how this body of best practice research fits into what I know about GLAD® strategies that support multilingual students’ development of language acquisition and literacy.

It seems the reading war is alive and well and has been raging at least since the dawn of my career in education, now in its third decade. So, I’m going to wade right in and attempt to offer an olive branch to both sides of the issue of literacy instruction.

In one camp, we have the (for lack of a better term) “Science of Reading Folks”. Their position is that students need to be taught the code of the language at the sound, letter, and word level as foundational skills. From there, move into additional literacy skills such as fluency and automaticity, vocabulary and comprehension, and other complex literacy structures.

In the other camp, the position is that the “SoR Folks” put too much emphasis on phonics. Reading is more than just phonics, they say. Multilingual learners, in particular, are learning a new language and learning how to read in that language, all while simultaneously mastering language and literacy in their home language. They need an emphasis on language development.

Here comes the olive branch – are you ready for it?

They’re both right!

It’s not a situation of one OR the other, it’s AND. We need both language development and literacy skills in our instruction for MLs. 

As a teacher of diverse students, I know the power of oral language development – if you can say it, then you can learn to read it and write it! In the GLAD® model we call that Guided Oral Practice. The idea is to practice new academic vocabulary orally that the teacher has presented in multiple ways through direct input. Language is developed in context of academically thematic units of study and through collaborative opportunities with peers. Another emphasis of the GLAD® model is creating an asset-based and culturally sensitive classroom. Our goal is to build cultural proficiency within our students and schools. The GLAD® model has a huge emphasis on language development and culture, but we do offer literacy strategies as well.

First of all, my hope for the detractors of SoR research is that they can recognize that we really do need to start (or go back to) teaching decoding systematically and consistently in all schools. When I began teaching in the late 90’s, I did my student teaching in a school with a “balanced literacy” program. (Granted, that term has different meanings to different people but that’s the label that school gave their literacy program). During these 1^st & 2^nd graders’ reading time they picked a book from the classroom library, snuggled up together on their bean bag chairs, and looked at their books while the teacher went back to her desk. The first time this happened I was left standing there with my mouth open. I asked my cooperating teacher, “When do you teach them how to read the words?” Her reply was that they would figure it out, it would come naturally. To which I said, “So, there’s no actual teaching going on?” I learned pretty quickly, from my evaluation that term, that’s not something you’re supposed to say to your cooperating teacher. But as an in-service teacher I also worked in a school that thought phonics was outdated and other reading instruction strategies were in-vogue during that time. 

As educators who are life-long learners, we must recognize that there is a whole generation of students, many of whom are now adults, who did not learn to read by decoding the written language. I have personal friends who, as adults, have difficulty with reading fluency and prosody, they can’t spell, and they mispronounce words in their native language because they were not taught foundational skills when they were young. Let’s learn from the error of our ways and not miss another generation. 

What literacy strategies does the Project GLAD® model offer that fit with our knowledge of current best practice?

Over the next several issues, this blog will take a deep dive into some of the literacy strategies we teach in the OCDE Project GLAD® Foundations training. Through the lens of SoR and current best practice research, we’ll discuss how these strategies have stood up to the test of time and any tweaks you may want to consider to make them even stronger.

Thanks for reading!

Jody and Sara

Next Steps with Project GLAD®

 For more information about OCDE Project GLAD® Foundations training click here.