What Doesn’t Work: Literacy Practices We Should Abandon

The number one concern that I hear from educators is lack of time, particularly lack of instructional time with students. It’s not surprising that we feel a press for time. Our expectations for students have increased dramatically, but our actual class time with students has not. Although we can't entirely solve the time problem, we can mitigate it by carefully analyzing our use of class time, looking for what Beth Brinkerhoff and Alysia Roehrig (2014) call “time wasters.”

Consider the example of calendar time. In many U.S. early elementary classrooms, this practice eats up 15–20 minutes daily, often in a coveted early-morning slot when students are fresh and attentive. Some calendar time activities may be worthwhile. For example, teachers might use this time for important teaching around grouping and place value. But other activities are questionable at best. For example, is the following routine still effective if it’s already February and your students still don’t know:

Yesterday was _____.
Today is _____.
Tomorrow will be _____.

Does dressing a teddy bear for the weather each day make optimal use of instructional time? Some teachers respond, “But we love our teddy bear, and it only takes a few minutes!” But three minutes a day for 180 days adds up to nine hours. Children would also love engineering design projects, deep discussions of texts they’ve read, or math games.

To help us analyze and maximize use of instructional time, here are five common literacy practices in U.S. schools that research suggests are not optimal use of instructional time:

1. “Look Up the List” Vocabulary Instruction

Students are given a list of words to look up in the dictionary. They write the definition and perhaps a sentence that uses the word. What’s the problem?

We have long known that this practice doesn’t build vocabulary as well as techniques that actively engage students in discussing and relating new words to known words, for example through semantic mapping (Bos & Anders, 1990). As Charlene Cobb and Camille Blachowicz (2014) document, research has revealed so many effective techniques for teaching vocabulary that a big challenge now is deciding among them.

2. Giving Students Prizes for Reading

From Reading Month in March to year-long reading incentive programs, it’s common practice in the U.S. to give students prizes such as stickers, bracelets, and fast food coupons for reading. What’s the problem?

Unless these prizes are directly related to reading (e.g., books), this practice actually makes students less likely to choose reading as an activity in the future (Marinak & Gambrell, 2008). It undermines reading motivation. Opportunities to interact with peers around books, teacher “book blessings,” special places to read, and many other strategies are much more likely to foster long-term reading motivation (Marinak & Gambrell, 2016).

3. Weekly Spelling Tests

Generally, all students in a class receive a single list of words on Monday and are expected to study the words for a test on Friday. Distribution of the words, in-class study time, and the test itself use class time. What’s the problem?

You’ve all seen it—students who got the words right on Friday misspell those same words in their writing the following Monday! Research suggests that the whole-class weekly spelling test is much less effective than an approach in which different students have different sets of words depending on their stage of spelling development, and emphasis is placed on analyzing and using the words rather than taking a test on them (see Palmer & Invernizzi, 2015 for a review).

4. Unsupported Independent Reading

DEAR (Drop Everything and Read), SSR (Sustained Silent Reading), and similar approaches provide a block of time in which the teacher and students read books of their choice independently. Sounds like a great idea, right?

Studies have found that this doesn’t actually foster reading achievement. To make independent reading worthy of class time, it must include instruction and coaching from the teacher on text selection and reading strategies, feedback to students on their reading, and text discussion or other post-reading response activities (for example, Kamil, 2008; Reutzel, Fawson, & Smith, 2008; see Miller & Moss, 2013 for extensive guidance on supporting independent reading).

5. Taking Away Recess as Punishment

What is this doing on a list of literacy practices unworthy of instructional time? Well, taking away recess as a punishment likely reduces students’ ability to benefit from literacy instruction. How?

There is a considerable body of research linking physical activity to academic learning. For example, one action research study found that recess breaks before or after academic lessons led to students being more on task (Fagerstrom & Mahoney, 2006). Students with ADHD experience reduced symptoms when they engage in physical exercise (Pontifex et al., 2012)—and these students are probably among the most likely to have their recess taken away. There are alternatives to taking away recess that are much more effective and don’t run the risk of reducing students’ attention to important literacy instruction (Cassetta & Sawyer, 2013).

Measure of Success

Whether or not you engage in these specific activities, they provide a sense that there are opportunities to make better use of instructional time in U.S. schools. I encourage you to scrutinize your use of instructional time minute by minute. If a practice is used because we’ve always done it that way or because parents expect it, it’s especially worthy of a hard look. At the same time, if a practice consistently gets results in an efficient and engaging way, protect it at all costs. Together we can rid U.S. classrooms of what does not work.

Notes

•     Bos, C.S. & Anders, P.L. (1990). Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning-disabled students. Learning Disability Quarterly, 13, 31-42.
•     Brinkerhoff, E.H. & Roehrig, A.D. (2014). No more sharpening pencils during work time and other time wasters. Portsmouth, NH: Heinemann.
•     Cassetta, G. & Sawyer, B. (2013). No more taking away recess and other problematic discipline practices. Portsmouth, NH: Heinemann.
•     Cobb, C. & Blachowicz, C. (2014). No more “look up the list” vocabulary instruction. Portsmouth, NH: Heinemann.
•     Fagerstrom, T. & Mahoney, K. (2006). Give me a break! Can strategic recess scheduling increase on-task behaviour for first graders? Ontario Action Researcher, 9(2).
•     Kamil, M.L. (2008). How to get recreational reading to increase reading achievement. In 57th Yearbook of the National Reading Conference, 31-40. Oak Creek, WI: National Reading Conference.
•     Marinak, B.A. & Gambrell, L. (2016). No more reading for junk: Best practices for motivating readers. Portsmouth, NH: Heinemann.
•     Miller, D. & Moss, B. (2013). No more independent reading without support. Portsmouth, NH: Heinemann.
•     Palmer, J.L. & Invernizzi, M. (2015). No more spelling and phonics worksheets. Portsmouth, NH: Heinemann.
•     Pontifex, M.B., Saliba, B.J., Raine, L.B., Picchietti, D.L., & Hillman, C.H. (2012). Exercise improves behavioral, neurocognitive, and scholastic performance in children with Attention-Deficit/Hyperactivity Disorder. The Journal of Pediatrics, 162(3), 543-551.
•     Reutzel, D.R., Fawson, P., & Smith, J. (2008). Reconsidering silent sustained reading: An exploratory study of scaffolded silent reading. Journal of Educational Research, 102, 37-50.