PHILOSOPHIES AND ISSUES 1
Curriculum Change Plan: Part 2 - Philosophies and Issues for Change
Courtney Goins
School of Education, Liberty University
Word Count (body only): 1612
Curriculum Change Plan: Part 2 - Philosophies and Issues for Change
Curriculum Philosophy
Phonics and foundational reading skills are essential for young learners to develop into
proficient readers. The curriculum change plan for teaching early foundational literacy skills,
including phonics and phonemic awareness, integrates several different approaches, including
Vygotsky’s Theory of Cognitive Development, The Simple View of Reading, and Scarborough’s
Rope. The goal of the curriculum change plan is to identify the strategies, research, and
instructional objectives of teaching kindergarten phonics. Lev Vygotsky’s theory of cognitive
PHILOSOPHIES AND ISSUES 2
development posits that children learn through guided instruction and participation with peers
and teachers (McLeod, 2025), laying the foundation for explicit and systematic instruction in
early foundational learning. The Simple View of Reading, developed by Phil Gough and William
Tunmer in 1986, describes how students must be able to decode words and possess oral
language skills to build reading comprehension skills. Gough and Tunmer indicate that if one of
the skills is missing, reading comprehension will be lacking or absent altogether (Models of
Reading, 2025). Scarborough’s Rope is a 2001 model developed by Dr. Hollis Scarborough,
which identifies the different components of oral language comprehension and word
recognition necessary for becoming a skilled reader (Models of Reading, 2025). Each of these
philosophies comes together to form the basis of the Science of Reading, which calls for
systematic and explicit reading instruction for young learners.
The basis of the Science of Reading, which is explicit and systematic phonics and
phonemic awareness instruction, is rooted in Vygotsky’s Theory of Cognitive Development.
Vygotsky’s theory indicates that cognitive development is a process that involves
communication and instruction through interactions with more knowledgeable peers and
teachers. This concept is related to Vygotsky’s zone of proximal development, also known as
ZPD. This zone is where he believed that the most sensitive instruction guidance should occur
(McLeod, 2025). This led to the concept of scaffolding. Scaffolding refers to activities provided to
students to support their learning within their ZPD (McLeod, 2025). Scaffolding allows teachers
to use explicit instruction to guide students in skills that are hard but not beyond the student's
reach to learn. Vygotsky’s theories are applied to the instructional principles in Structured
Literacy. This suggests that students require explicit and direct instruction to develop literacy
skills, necessitating scaffolding to meet their individual needs in literacy instruction (Ray, 2020).
The Simple View of Reading is a reading theory developed in 1986 by Phil Gough and
William Tunmer. This theory explains what must occur in the brain for a student to comprehend
printed material. The theory examines decoding and language comprehension to enable
students to understand text (Models of Reading, 2025). The Simple View of Reading categorizes
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reading skills into two distinct areas. The first category, word recognition, encompasses accurate
and rapid knowledge of letter names and sounds, phonological and phonemic awareness,
phonics and decoding skills, automatic recognition of sight words, and the ability to read words
spelled irregularly. The second category, language comprehension, includes vocabulary and
background knowledge, sentence comprehension, and the understanding of figurative language
(Models of Reading, 2025). This theory aims to align instruction with student-specific deficits,
enabling explicit instruction in those skills to enhance reading comprehension (Farrell et al.,
2025).
Scarborough’s Reading Rope was developed by Dr. Hollis Scarborough, who was a
psychologist and literacy expert. This theory, like the Simple View of Reading, examined ways to
help students become skilled readers by increasing strategic instruction of language
comprehension skills, such as addressing skills or deficits within the student’s zone of proximal
development. It also enhanced the automaticity of word recognition skills, such as phonological
awareness, decoding, and sight recognition. The rope helps teachers pinpoint the skills lacking
in students to become skilled readers and identify the necessary resources to equip them with
the required skills (Tricquet, 2025).
Values and Character Education
This curriculum change plan begins with Vygotsky’s theory of Cognitive Development,
which has a foundation in the sociocultural theory. Vygotsky’s theory emphasizes the
importance of a student's community, social interactions, their cultural background, and
interactions with more knowledgeable individuals who can guide them in their learning and
growth (McLeod, 2025). The curriculum change plan involves laying the foundation for early
learners to become successful and fluent readers, which will help them become better citizens
in their communities and schools. According to Holly Lane et al. (2025), students who do not
learn early reading skills have lower comprehension skills, which can lead to severe outcomes,
including poverty, underemployment, and a higher likelihood of becoming incarcerated. This
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makes it even more important that values and character education be addressed in the
curriculum change plan.
Character education is a vital component of education, as it helps shape young learners'
ethical character and enables them to understand how to make informed decisions, take
responsibility for their actions, and interact positively with others (Handoko et al., 2023).
Teachers can guide students to achieve, grow in their values, and become positive members of
their classroom communities. To achieve this goal, Christian educators must create an
environment that allows all students to have a sense of belonging in the classroom, feel safe and
secure, and understand that mistakes are ok and that they can learn from them.
Teachers can achieve this through creating a classroom environment that promotes
strong character and values. Teachers can also promote character education by modeling
appropriate behavior in front of their students, even when they believe their students are not
watching. The Bible says in Proverbs 20:11, “Even a young man is known by his actions-by
whether his behavior is pure and upright” (Christian Standard Bible, 2017/2019). This verse
shows us that our behavior and reputation are revealed through our actions and the way we
carry ourselves.
Our students observe our attitudes and actions, as well as those of others in the school.
A student’s first classroom is a place that they remember and need to be a place where
they feel safe, secure, and can learn and grow. Creating an inclusive classroom environment
that supports students' character development and growth enables teachers to implement
various learning strategies and styles, which in turn help foster students' character and values
(Handoko et al., 2023). Kindergarten phonics requires explicit and systematic instruction, which
means that a routine is necessary for learning, and a safe and secure environment must be in
place to facilitate that learning and growth. By implementing an inclusive classroom
environment, students can achieve their best.
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Students learn in many different ways, but one of the most effective ways they can learn
is by observing others. Modeling involves students observing and replicating the actions of
adults and peers in the classroom. Teachers can instill positive character and values in children
by modeling the behavior they want to see in them. The positive behaviors and values include
honesty, cooperation, tolerance, acceptance, and many other things (Handoko et al., 2023). This
also aligns with Vygotsky’s view of how children learn, which involves the teacher constantly
modeling and explaining concepts to students (Ray, 2020). By implementing an inclusive,
comfortable, and safe classroom, along with modeling and defining the character and value
traits or skills necessary for success in the school, the teacher will enable students to learn and
grow in all the skills required for success in and outside the classroom.
Social or Political Influences
Reading success is crucial for all students to achieve success in all areas of their lives.
Social and political issues can affect the success of student reading. Parents, teachers,
administrators, and stakeholders can implement various strategies to help combat problems
that arise from implementing the curriculum change plan, which in turn will enhance students'
reading success. The public at large wants students to be successful in reading, as students who
are not reading on grade level by third grade are four times more likely to drop out of high
school, have higher rates of poverty, suffer from pre-teen alcohol abuse, depression, and
teenage pregnancy (Taylor, 2023). However, students who demonstrate proficiency in reading
have a higher likelihood of graduating from high school, completing post-secondary education,
and securing employment later in life. Two essential strategies that can be implemented to
guide student success in reading include parent involvement starting in early childhood and
providing teachers with a high level of support.
Parental involvement is a factor that is consistently highlighted in schools across the
country. Teachers want parents to be involved in their child’s education, and parents want to be
involved but often do not know how. Teachers and administrators recognize that a child’s view
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of education is directly or indirectly influenced by their parents' perspective on education and
the expectations they place on the child (Bishop, 2023). Teachers, schools, and parents can
foster relationships built on respect, knowledge, understanding, empathy, trust, and mutual
support.
Teachers can put into practice ways to build on the ideas, culture, and traditions that parents
have at home (Lewis et al., 2006). Teachers can also encourage parents to allow their children to
play, promote active engagement, identify and incorporate each family's culture, and raise
awareness of how they can best support their child's success both inside and outside the
classroom. Building and encouraging relationships with parents will help each student succeed
and achieve in their educational careers (Lewis et al., 2006).
In addition to parent involvement, teachers also require support in the classroom to
access high-quality instructional materials, as well as training and guidance to help them
effectively instruct all learners. Teacher training can include methods to help them identify the
characteristics of high-quality instructional materials, create a curriculum that addresses
foundational skills, and support students in developing reading skills that will benefit them in
the classroom, community, and at home (WBIR Staff, 2023). When teachers are supported and
valued, students receive support not only in the classroom but also beyond.
References
Bishop, N. (2023). Parent partnership in the Primary School: A Practical Guide for school leaders
and other key staff. Routledge.
Farrell, L., Hunter, M., Davidson, M., & Osenga, T. (2025). The simple view of reading. Reading
Rockets. https://www.readingrockets.org/topics/about-reading/articles/simple-
viewreading
Handoko, S., & Sakti, S. A. (2023). Optimizing classroom and activity-based Character Education:
A comprehensive guide to best practices and implementation strategies in early
childhood education. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia
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Dini, 8(2), 79–88. https://doi.org/10.14421/jga.2023.82-03
Lane, H. B., Contesse, V. A., Gage, N. A., & Burns, M. K. (2025). Effect of an instructional program
in foundational reading skills on early literacy development of students in kindergarten
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Lewis, M., & Ellis, S. (2006). Phonics: Practice, research and policy. Sage.
McLeod, S. (2025, March 18). Vygotsky’s sociocultural theory of cognitive development. Simply
Psychology. https://www.simplypsychology.org/vygotsky.html
Ray, J. S. (2020). In Texas Association for Literacy Education Yearbook: Leaping into Literacy
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The Tony Evans Study Bible: Advancing God’s kingdom agenda. (2019). Holman Bibles.
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WBIR Staff. (2023, June 14). TN Dept. of Education Hosting Reading Skills Training Program for
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WETA. (2025). Models of reading. Reading Rockets.
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