What does the scientific research tell us about the appropriate role of phonics in teaching reading? I have the impression from all the publicity surrounding the NRP report that phonics should be the dominant focus of instruction. Is this true?

We've all seen the headlines claiming that the NRP urges intensive, systematic phonics instruction for all children in grades K-6. However, what we don't see in the headlines or in the promotional ads for commercial programs is that the NRP stresses phonics instruction as part of a "balanced reading program." The report states that teachers must not "allow phonics to become the dominant component not only in the time devoted to it, but also in the significance attached. It is important not to judge children's reading competence solely on the basis of their phonics skills." (The Summary Booklet, p. 11). We can use this information from the report to defend our classrooms against pressures and programs that emphasize phonics too heavily. And what qualifies as "too heavy" an emphasis? You are the teacher. You decide. Remember, the chair of the Alphabetics subcommittee of the report said there is no single best method to teach reading. As we will see, the National Reading Panel emphasizes throughout its report that the role of the teacher cannot be underestimated.

I hear a lot about "balanced reading instruction." What is meant by the term balance?

The NRP clearly states that teachers must emphasize interesting, engaging books and that they should not place so much focus on phonics skills that children lose sight of the ultimate goal of reading. We must not, declares the NRP, "devalue their [children's] interest in books because they cannot decode with complete accuracy" (The Summary Booklet, p. 11).

Thus, we can use the science of the NRP to defend our efforts to keep "real reading" from becoming subordinate to phonics. Furthermore, providing balance through a focus on lots of opportunities for immersion in print actually helps students acquire skills. The NRP report notes that, "quality literature helps students to build a sense of story and to develop vocabulary and comprehension." In providing a balanced program, the active engagement and motivation of students and teachers is a key element. Thus the report warns us to avoid "'dull drill' and 'meaningless worksheets'"(2-97). In other words, the NRP cautions that too heavy an emphasis on isolated phonics ignores "motivational factors . . . 'relevance' and 'interest value' " (2-96). Balance, then, means using lots of literature to teach skills such as phonics within meaningful, motivating contexts that demonstrate how such skills are actually applied.

The chairman of the National Reading Panel, Donald N. Langenberg, Ph. D., reminds us that "Reading is an enormously complex activity" (The NRP Video). Therefore, it's a mistake to try to oversimplify it by focusing too much on phonics. The NRP report states, "By emphasizing all of the processes that contribute to growth in reading, teachers will have the best chance of making every child a reader" (2-97).