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Shanahan on Literacy

Timothy Shanahan

Literacy expert Timothy Shanahan shares best practices for teaching reading and writing. Dr. Shanahan is an internationally recognized professor of urban education and reading researcher who has extensive experience with children in inner-city schools and children with special needs. All posts are reprinted with permission from Shanahan on Literacy.

The Role of Early Oral Language in Reading Comprehension

August 15, 2016

When I was 18 years old, I was a volunteer tutor in an inner-city school. I wasn’t an education major — that came later — but I was intent on saving the world. I was excited about the idea of going into the city and working with elementary school kids who were growing up in poverty.

But I was also nervous about it. I didn’t know a damn thing about working with kids, the inner city, or reading. A trifecta of ignorance.

I decided to school myself the evening before my first day of tutoring, so I went to the university library and looked for some books on the teaching of reading. I found two that seemed pertinent and I checked them out.

One was Rudolph Flesch’s Why Johnny Can’t Read and the other was Roach Van and Claryce Allen’s Language Experiences in Early Childhood. At the time I couldn’t have found two more separate takes on early reading: Flesch’s convincing polemic on the need for explicit phonics instruction and the Allen’s romantic homage to the role of early language development.

It turns out I was also ignorant about philosophical differences. I was scrambling to figure out what to do and these books — as far apart as they may have been — were pointing me in practical, if seemingly incommensurate, directions.

Now, 47 years later, with lots of knowledge and experience, I’m back to where I started. I no longer see them as incommensurate (again). Decoding and language, language and decoding … it’s like those television commercials: “tastes great, less filling” or “peanut butter, chocolate.” Sometimes the complementary just makes good sense.

Recently, Chris Lonigan and I wrote a short article for Language Magazine. It’s focus is on “The Role of Early Oral Language in Literacy Development.” I think both Chris and I have bona fides in the “phonics/decoding/foundational skills” community and have the scars to show it. But we are both also advocates of the so-called “simple view” of reading — students need to know how to decode from print to language and they need to know how to understand language. This is a both, not an either/or.

Here is a link to the article. Hope you enjoy it.

 

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