Reading Lesson That Won’t Wait : State needs to take quick action in controversy about school techniques

California’s children need to read at grade level. Disappointing reading test scores indicate that something isn’t working in many classrooms. Why is it taking so long to fix this problem?

In September Delaine Eastin, the state superintendent of public instruction, released her reading task force’s report, which called for a better balance of the basics and whole language. An important part of the basics is phonics, which emphasizes sounding out words. Whole language, the current approach, emphasizes learning to read through stories and literature. Clearly, the latter alone isn’t succeeding with many children.

The new directives commanding a return to reading fundamentals should be in the hands of every teacher by now. Phonics textbooks and spellers should be in every classroom, or at least on order. What’s the holdup?

The math task force’s recommendations, which were also issued in September, have already become policy. Unfortunately, the reading task force’s recommendations did not end the debate on how best to teach reading. Adherents of the whole language approach contend their method was never given a fair chance. But all that parents care about is seeing results, and they and the children can’t afford to wait for years while a consensus is achieved among reading experts.

Eastin isn’t personally responsible for the state’s reading scores, or how reading is taught at the neighborhood school. Local school districts determine their reading programs. However, districts do need clear guidance from the state on how best to teach reading.

Beyond cheerleading, which is important, Eastin ought to pressure the advisory committee to the state school board to stop debating and agree on the best prescription, then get a document to the state school board for approval and quickly get the message out to every superintendent, principal, teacher and parent. California’s schools are running out of time.