This article explores how the Bank Street School for Children (SFC), a historically progressive institution rooted in child-centered, experiential learning, has successfully integrated structured phonics into its literacy program. Traditionally focused on whole language practices, SFC recognized inconsistencies in student reading outcomes and, beginning in 2017 undertook a multi-year evaluation of its literacy approach. Guided by the core values of child development and equity, and research in cognitive science, the school adopted a research-based phonics program, implementing it across Kindergarten through fourth grade over multiple years. This shift aimed to ensure all students—not just those with strong language backgrounds—gain the foundational decoding skills necessary for literacy success. Rather than abandoning its progressive values, SFC embedded structured phonics into a rich literacy environment that includes thematic study, diverse literature, expressive writing, and authentic assessment. The integration has improved reading fluency and equity, particularly for students with learning differences. SFC’s experience offers a model for reconciling the polarized “reading wars” and demonstrates that explicit phonics instruction can complement, rather than contradict, a joyful, developmentally responsive approach to literacy education.
Bryon et al. (Mon,) studied this question.