Reading Theories and Pedagogies: Past and Present
As educators, the way we teach reading has changed so much over the years. It’s been both fascinating and a little overwhelming at times to keep up with it all. For a long time, reading instruction was very skills-based. The focus was on memorizing words, repeating phonics drills, and practicing with flashcards. Students were taught to sound out words, but they weren’t always taught how to understand what they were reading or why it even mattered. I actually remember doing a lot of those same activities myself as a kid, decoding words perfectly but not really connecting with what I was reading.
Eventually, that started to change. Educators began to realize that reading isn’t just about sounding out letters; it’s about thinking, making meaning, and connecting to what we read. Vygotsky (1978) was a big part of this shift. His theory emphasized the importance of language and social interaction in learning, and that really transformed reading instruction. Instead of just drilling skills, we started seeing more shared reading, guided reading, and class discussions. These strategies gave kids the chance to talk about texts, ask questions, and learn from their peers in real time. It made reading feel a lot more human and connected.
More recently, we’ve seen a strong focus on structured literacy, especially for early learners and kids who need more support. The science of reading, which pulls from decades of research in brain science and education, really supports this. It reminds us that foundational skills like phonemic awareness, phonics, and fluency need to be taught directly and consistently. I connected a lot with Ehri’s (2020) work, she explains how students go through different stages when learning to read, and how important it is to give them strong decoding instruction along the way. That structure helps set them up for success.
In my own classroom, I try to find that balance. We follow the Fundations and Heggerty curriculum every morning to build phonics and phonemic awareness. These programs give my students the solid foundation they need. But just as important are the parts of our day where we enjoy books together. We do read-alouds, explore decodables, and spend time talking about stories, asking questions, and thinking about what we read. I want my students to grow strong skills, but I also want them to enjoy reading, connect to stories, and feel proud of what they can do. Pearson and Cervetti (2017) talk about this exact balance, pairing skill development with authentic reading experiences, and I’ve found that it really works!
Reading instruction is always evolving, and I’ve learned that it’s not about picking one method or another. It’s about listening to what research says, learning from what works, and being responsive to the kids in front of us. When we give them strong tools and meaningful opportunities to read, they don’t just become better readers, they become more confident and joyful learners. And that’s really what it’s all about!
Best Practices of Writing
Writing time is honestly one of my favorite parts of the day. Watching my Kindergarteners go from drawing pictures and labeling them to writing full sentences, and even little stories, is something that never gets old. I’ve found that the best writing instruction gives students a structure they can count on, but also enough freedom to take risks, make choices, and find their own voice.
Writing instruction has changed a lot. It used to be all about perfect spelling, punctuation, and neat handwriting. Those things still matter, of course, but now we know that writing is more than just a polished product, it’s a process. Graham, Gillespie, and McKeown (2013) explain that “students become better writers when they are taught strategies for planning, revising, and editing their compositions” (p. 3). This idea shows up in my classroom every day. We start each writing block with a mini-lesson that focuses on one skill or craft move, like adding details or writing a strong ending. Then, my students go off and write while I rotate through conferences. That one-on-one time is where I get to support them at their level and celebrate the small victories, like using spaces between words or remembering punctuation.
Interactive writing is another strategy I use a lot, especially early in the year. We build sentences together as a class, taking turns holding the marker and thinking aloud about spelling and grammar. It gives students a chance to participate in writing even before they feel confident doing it on their own. According to Graham et al. (2013), “teaching students how to write with others” can help support struggling writers and build foundational skills (p. 9). I’ve definitely seen this in action, kids learn so much from writing together and talking through each decision as we go.
One of the most powerful tools I’ve added to my instruction is mentor texts. We read picture books and look closely at what the author is doing, maybe they use a repeating line, start with dialogue, or describe what a character is thinking. These small observations turn into big writing moves. Kellogg (2008) explains that “writing proficiency develops over time through deliberate practice and guidance” (p. 4), and that seeing skilled examples is key to that growth. When my students write their own versions of the books we read, I can see them trying out those author moves. They feel proud because they see themselves as real writers too.
Above all, I try to create a space where students feel safe to write and take risks. Some kids need scaffolds like sentence starters or a quick drawing to organize their thoughts. Some just need a little encouragement to get going. I’ve learned to stay flexible and meet them where they are. No matter what stage they’re at, I want them to feel like their ideas matter.
Writing can be tricky for young learners, but it’s also where I see some of the most amazing growth! When kids believe they have something to say, and they know how to say it, they begin to see themselves as writers. That’s the goal every time we sit down with our pencils!