Thank You, Teachers, for Teaching Me How to Read: The Critical Foundation of Literacy

When I think back to my earliest school memories, the faces of four remarkable teachers come to mind: Mrs. Wagie, Mrs. Harrison, Mrs. Burrows, and Mrs. Montgomery. These educators guided me through Pre-K to 2nd grade. I now understand those years were absolutely critical to my development as a reader. Consequently, they were crucial to every academic achievement that followed.

The Science of Reading: How Our Brains Learn to Decode Text

Unlike speaking, which is a natural developmental process for most children, reading does not come naturally. Our brains are not inherently wired to connect written symbols to language. This fundamental insight from the Science of Reading has revolutionized our understanding of literacy instruction.

The research is clear: learning to read requires explicit, systematic instruction in five key areas:

1. Phonemic awareness: The ability to hear, identify, and manipulate individual sounds in spoken words.
2. Phonics: Understanding the relationships between written letters and spoken sounds.
3. Fluency: Reading text accurately, quickly, and with expression.
4. Vocabulary: Understanding the meaning of words.
5. Comprehension: Making sense of what is read.

When teachers use structured literacy approaches based on these principles, the results are remarkable. Students build a strong foundation that supports all future learning.

The Critical Shift: From Learning to Read to Reading to Learn

The journey of literacy development follows a crucial progression:

Pre-K to 2nd Grade: Learning to Read

During these foundational years, children are developing the basic skills needed to decode text. They’re learning letter sounds before letter names, practicing blending sounds into words, and building automaticity with sight words. This is when structured, explicit phonics instruction makes the biggest difference.

My fantastic four teachers—Mrs. Wagie (Pre-K), Mrs. Harrison (K), Mrs. Burrows (1st), and Mrs. Montgomery (2nd)—guided me through this crucial phase, though I had no appreciation at the time for the gift they were giving me.

3rd Grade and Beyond: Reading to Learn

Around third grade, a pivotal shift occurs. Students who have mastered basic decoding skills now begin using reading as a tool to acquire knowledge across all subjects. They’re reading to understand math word problems, follow science experiment instructions, and explore history and literature.

This transition marks a critical juncture. Research shows that students who aren’t reading proficiently by the end of third grade are four times more likely to drop out of high school. For students who are both below reading level and from low-income backgrounds, the dropout rate is nearly six times higher than that of proficient readers.

The Alarming Reality in Our Schools

Despite decades of research showing what works in reading instruction, many school districts have struggled to implement evidence-based practices. The results are deeply concerning:

• Nationwide, about one-third of fourth-graders read at or above proficiency level.
• In many districts, including MMSD, approximately 50% of all students read below grade level.
• The statistics are even more alarming for specific demographics: 75% of Latino students and 90% of Black students in some districts are reading below grade level.

These aren’t just statistics—they represent real children whose futures are being shaped by their ability or inability to access the written word.

The Three-Cueing System: A Well-Intentioned Misstep

For nearly three decades, many schools embraced an approach to reading instruction called the “three-cueing system” or “MSV” (meaning, structure, visual). This method encouraged children to guess words based on:

• Pictures or context clues
• What would sound right grammatically
• Looking at the first letter and guessing

While intuitively appealing, this approach failed many children because it didn’t align with how our brains actually process text. Strong readers don’t guess—they quickly and automatically decode words by connecting letters to sounds.

The good news is that a national awakening has occurred. Over 40 states, including Wisconsin with its Act 20 legislation, have now passed laws promoting evidence-based reading instruction and limiting practices like three-cueing that aren’t supported by research.

Supporting Our Teachers

Madison Schools, like districts across the country, are filled with dedicated, talented teachers who want nothing more than to see their students succeed. But these professionals need proper support:

1. High-quality, evidence-based curriculum that aligns with the Science of Reading.
2. Adequate training and professional development to implement new approaches (not squeezed into their already limited prep time).
3. Smaller class sizes, especially in K-2, where the foundations of reading are built.
4. Skilled reading specialists to support struggling readers with targeted interventions.
5. Competitive compensation that recognizes teachers’ experience, specialized training, and crucial role in society.

What Parents and Communities Can Do

Supporting literacy isn’t just a school responsibility—it takes a community:

1. Read aloud to children from infancy through elementary school.
2. Engage in language-rich activities that build vocabulary and background knowledge.
3. Advocate for evidence-based reading instruction in your local schools.
4. Support community tutoring programs that offer extra help for struggling readers.
5. Volunteer in classrooms to offer extra support for teachers and students.
6. Donate books to schools and community centers, especially in underserved areas.

A Path Forward

The literacy crisis facing many of our schools is solvable. We have the research, the knowledge, and increasingly, the public will to guarantee that every child learns to read. What we need now is focused commitment and resources to make it happen.

Let’s honor the legacy of teachers like Mrs. Wagie, Mrs. Harrison, Mrs. Burrows, and Mrs. Montgomery by ensuring that today’s educators have everything they need to build strong readers. When a child learns to read, they gain the most important skill. This skill is the key that unlocks every other form of learning for the rest of their lives.

How did your early teachers impact your reading journey? Share your stories in the comments below.