Flaws and Fallacies in “Scientific” Reading Instruction

In essence, Frank Smith’s book Unspeakable Acts, Unnatural Practices is an all out assault on phonics instruction, and an arguably knock out at that.  For those of you who do not spend free time reading about the captivating debate between whole-language versus phonics instruction, let me just say that you’re missing out on a good one. 

To summarize the ideologies behind this donnybrook, phonics instruction is teaching kids to read by sounding out individual letters, and whole language instruction is reading aloud to kids until they learn to decipher whole words on their own.  Dr. Frank Smith sides with the latter.  He states, “The primary reason why sounding out doesn’t help anyone is that it is unreliable.  There are too many alternatives and exceptions.  Every letter of English can represent more than one sound (or silence), and every sound of English (including silence) can be represented by more than one letter.  There are over 300 ways in which letters and sounds can be related.”  (Smith, 2003)  Throughout the book, Frank gives examples of words that are pronounced entirely different than their spelling; for instance, the word sew is pronounced s – o, and the word tough is pronounced t – u – f.  Moreover, Frank states simply that scientists know next to nothing about how the brain learns to read; rather scientists only know which parts of the brain are activated during reading.

As an alternative to phonics, Smith writes, “Children learn to recognize written words in stories that are interesting and comprehensible to them.  At the beginning they need someone to read to them, or with them, but very soon the act of reading itself makes new words familiar and recognizable.”  (Smith, 2003).  Hence, the lesson Frank Smith wishes to impart to all parents and teachers is that you shouldn’t confuse your kids by teaching them the phonetic alphabet.  Just read to them.  Even point at the words while you read.  With patience and persistence, most kids will eventually get it. 

Frank’s book reminds me of my first teaching job for GloriaEnglish schools in Taoyuan, Taiwan.  By and large, the teachers at Gloria used a curriculum that was phonics based; we even made up rhymes and chants to help kids learn the ‘exceptions’ to phonics rules (“I – E, I – E, EEEE!  EEEE!  EEE!, E – A, E – A, EEEE!  EEEE!   EEEE!).  That was my first teaching job, and like every other first year teacher, I was doing those students a disservice simply by being in front of them.    

Now that I am a proponent of whole-language instruction, my wife - who is a speech language pathologist - says I should read research on the validity of phonics instruction.  If I do, you will be the first to know.

Book Title:  Unspeakable Acts, Unnatural Practices:  Flaws and Fallacies in “Scientific” Reading Instruction

About the Author:  Frank Smith Harvard Ph. D student.  Professor at the Ontario Institute for Studies in Education; the University of Toronto; the University of Victoria, British Columbia, and others

Smith, F., 1928-. (2003). Unspeakable acts, unnatural practices : Flaws and fallacies in "scientific" reading instruction. Portsmouth, NH: Heinemann.