There’s No “Science of Reading” Without School Libraries and Librarians, A Predictor of Student Success

By Nancy Bailey

The loss of libraries and qualified librarians in the poorest schools has reached a critical mass. Yet those who promote a Science of Reading (SoR), often supporting online reading programs, never mention the loss of school libraries or qualified librarians.

Ignoring the importance of school libraries and certified librarians delegitimizes any SoR. Children need books, reading material, and real librarians in public schools. If reading instruction doesn’t lead to reading and learning from books, what’s the point? Why should children care about decoding words if there’s no school library where they can browse and choose reading material that matters?

How do school districts prioritize reading when they shutter the only access some students have to books? Who will assist students when qualified school librarians are dismissed?

Across the country, as noted below, public school districts have chaotically closed school libraries and fired librarians. They have done this despite the fact that school libraries and qualified librarians are proven positive factors in raising reading scores in children.

When recent NAEP scores appeared low, no one questioned how the loss of school libraries and librarians in America’s poorest schools could have accounted for lower scores. Instead, they obsessed over rising scores in Mississippi, likely due to holding third graders back.

The SoR fans criticize teachers, university education schools, and reading programs. Most are not classroom teachers and they appear to be taking children down a path towards all-tech reading programs.

Read more here.

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