Mike Miles is not well liked in certain circles in Houston, Texas. Miles is the state-appointed school superintendent that seems to be hanging around the Houston Independent School District (HISD) for too long, some say.
ABPTL covered a story awhile back about Miles and his central office cronies mandating Houston classrooms to cease reading chapter books in favor of reading shorter passages designed to prepare kids for high-stakes testing. The Houston Chronicle’s Lisa Falkenberg covered this story back in October of this year.
Last month, Falkenberg took on Superintendent Miles again over the topic of “the science of reading” and whether HISD is following “the science” with their favoring short reading passages over complete non-fiction and fiction books. Parts of Falkenberg’s article, titled “Mike Miles Says the ‘Science of Reading’ Justifies Limiting Books in HISD. Experts Say No,” are found below:
“When I reported last month that Miles’ cookie-cutter curriculum and slide-show instruction model were depriving kids as young as kindergarten of story time, of beloved children’s literature and of access to classroom libraries, Miles claimed to be following the science of reading and the expertise of those who have demonstrated its effectiveness.”
“’For the past three years, the entire nation has recognized the proof that most students do not, cannot, learn to read simply by listening to teachers read and being ‘exposed’ to books,’ Miles wrote on LinkedIn, adding, ‘Falkenberg’s article reveals a fundamental lack of expertise in curriculum, instruction, and the science of how students learn.’”
Falkenberg retorted:
“Actually, the experts are clear: Nothing about the science of reading discourages the use of great books.”
Falkenberg depends on the research of Maryanne Wolf to back up her claim. Wolf is a literary luminary and preeminent dyslexia researcher based at UCLA who, as a permanent member of the Pontifical Academy of Science even advises the Pope on literacy.
Wolf told Falkenberg that, “The science of reading is not just phonics – never has been, never will be. And yet, it’s being narrowly defined like that in places that don’t know the fuller research.”
“[Wolf] argues what science has long shown: The elaborate brain circuitry that a child needs to read and write requires science and stories.”
Falkenberg shares that, “I told Wolf that Miles has boasted big jumps in reading test scores. A district spokesman reiterated to me…: ‘By all objective measures, the HISD curriculum is working, and more students than ever, especially from Houston’s most underserved communities, are learning to read.’”
Falkenberg continues: “Scores are valuable, Wolf Said, and progress is always encouraging: ‘I’m both really thrilled that the kids are reading better and I’m sad – I’m not sure that’s going to ultimately end up in true readers.’”
Falkenberg ends her column by writing: “Kids need the whole story. They need the skills, the tools – and the joy that makes them want to turn the page.”
When I worked in HISD, the district started a program called “A Balanced Approach to Reading.” It followed much of what Maryanne Wolf shared in Falkenberg’s column. Houston had some of the highest reading scores in Texas and the nation. As the title suggests, HISD’s reading program in the 1990’s emphasized both proven scientific practices – like phonics – along with building kids’ abilities to read to learn, and, more importantly, to enjoy reading as a pastime.
Instead of forcing teachers and kids to sneak reading a book into their classroom practice, Mike Miles, and his reading experts, would be wise to learn something from something the district they currently work in practiced years ago – balance means everything when it comes to building strong readers.
Til tomorrow. SVB
A Better Path to Learning 
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