Chuck Parish - Teaching the Science of Reading

 

Empowering Young Minds Through the Science of Reading

by Chuck Parish
October 31, 2024

    Teaching reading is more than just helping kids decode words; it’s about unlocking a lifelong skill that can transform their world. As a sixth-grade reading teacher in El Paso, Texas, I’ve spent years witnessing the impact of strong reading skills on my students. The “Science of Reading” has recently brought a fresh perspective to how we approach teaching reading, grounded in decades of research and evidence. In classrooms across the country—including mine—this science is helping kids build skills that set them up for future success.

    The Science of Reading isn’t just a theory. It’s a body of research from cognitive science, psychology, and linguistics that shows us how kids learn to read effectively. For many years, reading instruction was guided by the idea that kids would “pick up” reading skills naturally, as long as they had exposure to books and stories. But the reality is that most children need structured, evidence-based instruction, especially when it comes to the foundational skills of reading.

    One of the key components of the Science of Reading is phonemic awareness—the ability to hear, identify, and manipulate individual sounds in words. This skill is essential because it’s the starting point for phonics, where students learn how sounds correspond to letters. Together, these skills help children decode words accurately, a crucial step toward fluent reading. Once students can read with confidence and speed, they can direct their mental energy toward comprehension rather than getting stuck on each word.

    In my classroom, where many students come from bilingual or Spanish-speaking homes, these foundational skills are even more important. Learning English phonics can be a new concept for many of them, but the Science of Reading principles apply just as well in multilingual settings. When students master these basics, they often gain confidence not just in reading but in using both English and Spanish more effectively.

    Beyond phonics and decoding, the Science of Reading also emphasizes comprehension. Once students aren’t struggling with each word, they’re ready to dive into the meaning of texts, exploring vocabulary, making connections, and expanding their understanding of the world. This shift from “learning to read” to “reading to learn” opens up a world of knowledge. Students start thinking critically about what they read, making connections with their own lives, and engaging more deeply with content in science, social studies, and other subjects.

    As teachers, our role is to equip students with the skills they need to succeed, and the Science of Reading gives us an evidence-based pathway to do just that. It’s not just about getting students to read—it’s about empowering them to use reading as a tool to navigate life. For my students in El Paso, and for kids everywhere, this science-based approach lays the groundwork for a lifetime of learning and understanding, opening doors to future opportunities and success.

 

Building Strong Readers: The Power of Science-Based Literacy Instruction

by Chuck Parish
October 30, 2024

    In the world of education, few things are more essential than teaching children how to read. As a sixth-grade reading teacher in El Paso, Texas, I see daily the incredible impact that strong literacy skills have on my students. In recent years, there’s been a growing emphasis on the “Science of Reading,” a research-backed approach that’s changing how we think about teaching reading, and it’s making a real difference in classrooms like mine.

    The Science of Reading is grounded in years of cognitive and linguistic research that reveals how kids learn to read effectively. Contrary to the old idea that reading is picked up naturally, most students actually need structured, systematic instruction to become fluent readers. This means building foundational skills, starting with phonemic awareness—the ability to hear and manipulate sounds within words—and phonics, which connects those sounds to letters. These basics allow students to decode words, ultimately building the confidence and automaticity needed for fluent reading.

    In El Paso, a community with a large population of bilingual students, science-based reading instruction can be especially beneficial. Many of my students come from Spanish-speaking homes, and for them, learning English phonics is a crucial skill. The Science of Reading provides a framework that is adaptable to different linguistic backgrounds, helping students develop reading skills in a structured way that builds on their language strengths. Once students grasp these core skills, they’re able to apply them across languages, gaining a strong reading foundation.

    Another critical aspect of the Science of Reading is reading comprehension. When students no longer need to struggle over each word, they can focus on understanding the text—connecting ideas, building vocabulary, and expanding their knowledge about the world. This shift from “learning to read” to “reading to learn” opens up a world of possibilities, giving students access to new knowledge and skills across subjects.

    As educators, our goal is not only to teach students how to read but to give them the tools to understand, analyze, and use what they read in meaningful ways. The Science of Reading equips us to do just that, with a focus on skills that last a lifetime. By embracing these research-backed methods, we’re giving our students a strong foundation that helps them succeed in school and beyond, right here in El Paso and wherever life may take them.

 

Unlocking Potential: The Science of Reading in an El Paso Classroom

by Chuck Parish
October 29, 2024

    The “Science of Reading” has become quite the buzzword in education circles these days, and for good reason. As a 65-year-old reading teacher in El Paso, Texas—a city rich in Hispanic culture and tradition—I’ve seen how crucial reading skills are for young minds. In my classroom, filled with sixth graders eager to tackle the world, I see firsthand how foundational literacy skills are a springboard for all learning. But there’s more to reading than just knowing words; it’s about understanding, decoding, and applying what we read to the world around us. That’s where the science comes in.

    The “Science of Reading” is essentially a body of research that explains how children learn to read. This isn’t just about theory; it’s backed by decades of cognitive science, linguistics, and psychology. For many years, we thought kids would learn to read naturally with enough exposure, a concept often referred to as “whole language” learning. But it turns out, reading doesn’t come as naturally as speaking. Most kids need structured, evidence-based instruction to become proficient readers.

    Phonemic awareness is one of the key building blocks. This is the ability to hear, identify, and manipulate the individual sounds in spoken words. When children can understand sounds, they can begin to decode words. Phonics instruction builds on this by teaching kids how letters and sounds correspond. These skills work together to help students decode words more accurately and automatically, freeing up mental resources to focus on understanding what they read—something we call “reading comprehension.”

    Now, some might wonder if this science applies to all students, especially those in bilingual or multilingual communities, like many of the kids here in El Paso. The short answer is yes. These principles work across languages, though they may require some tweaks for different linguistic backgrounds. Many of my students come from Spanish-speaking homes, and learning English phonics is often a new skill for them. However, once they grasp the basics, their confidence grows, and they can start making connections between English and Spanish sounds, which strengthens their reading skills in both languages.

    As teachers, we’re the guides through this complex journey. I know some days it feels like we’re barely scratching the surface, but every moment spent teaching the fundamentals—like breaking down words, practicing phonics, and discussing vocabulary—is an investment in their future. When a student goes from struggling to sound out words to reading with fluency and expression, it’s a victory worth every bit of effort.

    In today’s classrooms, it’s not just about teaching kids to read; it’s about empowering them to think critically, understand their world, and apply their knowledge in meaningful ways. The Science of Reading is a tool that helps us achieve that. It’s not a passing fad but a return to what works, backed by evidence and real-life success stories. In a diverse community like ours, these reading skills are more than academic—they’re essential life skills, helping students connect with their community and the wider world.

    So, whether you’re a teacher, a parent, or a community member, let’s support the Science of Reading. It’s more than just a method; it’s a pathway to unlocking every child’s potential, right here in El Paso and beyond.

 

Negotiation Planning

by Chuck Parish
October 28, 2024

I was recently studying the process of ethical negotiating. The following scenario was presented:

"You are interested in a position as an "op-ed" (opposite the editorial page) staff columnist for a local newspaper. You want to write opinion pieces and consider yourself to be a subject-matter expert on politics, religious views, culture, and current affairs. You have a unique perspective to present as a pastor, missionary, and follower of Jesus. You feel qualified for this position because you are widely read, have traveled extensively, and have lived with people in a third-world country. You want to comment on recent events and issues, offering a view based on an analysis of the events and presenting contrary opinion. You applied for the position at the leading local newspaper, and they have made you an offer, but it is 15% less than the lowest salary you could accept.

             How would you respond?"

    I thought about this challenge and came up with the following ideas:

    If I were involved in this scenario, I would need to decide how to respond. I would not just accept the offer, hoping to prove myself worthy of a higher salary later. If I did so, potential future raises would be based on a much lower wage, and it may take several years to reach the desired salary.

    So I would need to open negotiations with the newspaper to increase the starting salary. Cathy Hendon stated, "Negotiation is about getting what you want from others. It's a process of communication between parties with the intent of reaching an agreement when you might have a shared interest or are in opposition of one another" (Hendon, n.a.). I might be able to increase the starting salary, but I may also lose the position if I aimed too high.

    The first step in negotiating the desired salary would be to overcome my fear(s). Perhaps it is my age or experience, but I am not afraid of negotiating for the salary I want. In his college textbook, "Becoming A Conflict Competent Leader", Dr. Runde states, "Fortunately, the skills needed for conflict competence can be learned" (Runde & Flanagan, 2013, p. 20). I have learned, through many years of working in the secular world (while also serving as a bi-vocational pastor) that employers will pay me what they must and not a penny more. This observation does not reflect bitterness towards any employer, as I understand that the best interests of the business usually include hiring the most qualified employees at the lowest wage possible.

    I would not be a current employee, but an applicant who has been offered a position. The employer does not know for sure the quality of work that I can provide. If I did not begin a negotiation, the employer would assume I was happy with the salary offered, so there is no need to offer more.

    The next step would be for me to get the facts. I would research the newspaper, including its history, longevity, reputation in the community, and the retention of current employees. Through my research, I would determine a salary range that should apply to the desired position. If I am confident that I know what other employees in similar positions are being paid in this region of the country, then I will know what figure to shoot for. While I couldn't expect to be paid the salaries offered in California or New York, I can choose a city that is similar to the one in which I live. One that provides an equivalent business environment to where I live. I would use the salary information from both cities as my negotiating basis.

    The third step in negotiating my salary would be to build my case. I assume I know my writing skills and am confident in my ability to write in a style that is provocative, informative, and interesting to readers. I also assume that I have an impressive portfolio of published work that contains compelling yet amiable commentary and opinions. If I do not know any of the paper's current employees, but I know that the owner's views lean to the left, then my opposing viewpoint will generate new readership by offering a contextual conflict that will invoke the readers' passions. If I knew that there was another newspaper in the city, along with several widely read social media outlets, then this newspaper would not be my only potential employer. Since I have an offer already, I know the employer wants to hire me. I would also believe that they know other outlets for my talent. This should allow me room to negotiate within the salary range, without appearing to be over-confident or prideful.

    The next step in preparing to negotiate a higher salary than what they have offered is to know what I want. When I initially contacted this employer, I had likely hoped to freelance. However, the newspaper was firm in its desire to have exclusivity on my work and would probably only offer the position as an employee. Let's say I have conceded to this stipulation, but know I can use it as a bargaining point in my salary negotiation. It will show my willingness to concede to some aspects of the talks while holding firm to others. I would select a figure at the higher end of the salary range which my research provided. If accepted, it would reflect a 17% increase over the current offer. While not at the top of the range, I would be closer to that top figure at the start of future salary increases. I would also choose a lower figure, which represents the lowest salary I would agree to. If I really desire to work as a freelance writer, I would not really be interested in other employee benefits and perks in lieu of the higher salary.

    The fifth step, which is a part of the actual face-to-face negotiation process, is to begin assertively. After taking a few moments to thank the employer for their offer, and to reiterate my intense desire to write for their paper, I would sensibly explain that my experience, knowledge, and writing ability present an opportunity for the paper to increase readership because of the tone and content of the opinion pieces I could provide. I would also highlight my age, not as a detriment, but as a tremendous asset in experience and wisdom that only the years can provide. Dr. Runde stated, "Some kinds of conflict can be productive and are at the very heart of creative ideas, innovative approaches, and previously unseen possibilities" (Runde & Flanagan, 2013, p. 17). A large part of negotiating is knowing how to present your side of the negotiation in a way that enhances your abilities and worth. I may suggest an initial contract period where I would work at the higher salary for three to six months, after which we could re-evaluate. If the paper did not feel my contribution was mutually beneficial, we could part ways amicably.

    For the next step, because the paper made the first offer, I would be free to make a counteroffer, alleviating some challenges of getting started in negotiating a salary. I can assume that the offered salary is negotiable and not the top figure that the paper would pay. This gives me a slight advantage. I would also assume they will view my counteroffer as a higher amount than I would accept. I know that if I agreed to the initial offer, the negotiations would cease, and I would always wonder if I had left money on the table.

    The last step is to listen more than talk. After making an initial statement, it is very beneficial to sit back and listen to the response. Talya Bauer wrote, "Many people become uncomfortable with silence and feel they need to say something. Wait and listen instead" (Bauer, 2013, p. n.a.). I would need to pick up on clues such as body language and key phrases which can reveal the amount of room there is to negotiate within. If they make a counteroffer, it would show that the paper was still interested in hiring me, and willing to enter the negotiation. By listening respectfully, I would show skills the paper would admire and trust. If we reached the lowest salary which I would accept, I would try to set a future review date at which time we could discuss an increase.

    Some final thoughts: I have not always been comfortable negotiating a salary. The ability has only become possible through experience and trial/error. Age provides some advantages. Having a positive self-worth and self-confidence are also tremendous advantages.

 

(Note: This post reflects an imaginary negotiation. While I would enjoy working in a position like the one described, the scenario is fictional. However, I have used the negotiating tactics and strategy I describe, successfully in the past.)

 

 

Resources:

Bauer, T. & Berrin, E., (2014). Organizational behavior (V 2.0). Boston: Flat World Knowledge.

Hendon, C. (n.a.) Negotiating Agreements Video, Retrieved October 27, 2024 from: https://trevecca.blackboard.com/ultra/courses/_76542_1/cl/outline

Runde, C. E. & Flanagan, T. A. (2013). Becoming a conflict competent leader: How you and your organization can manage conflict effectively (2nd ed.). San Francisco: Jossey-Bass.