Cambridge University Reading Test
Every few years the Cambridge University Reading Test goes viral once again. The “test” purports to disprove the explicit and systematic phonics approach to reading and to plunge us back into the reading wars of the 1980s and 1990s.
Although the reading wars have died down since the death of the “whole language” movement of the 1980s and 1990s, the two opposing camps remain garrisoned behind an unstable DMZ. The “whole language” holdouts still believe that we learn to read naturally from “whole word to part” through exposure to lots of text, memorization of whole words or onsets and rimes (e.g., c-ake and b-ake), and the use of context clues.
The “phonicators” believe that we learn to read “part to whole word” by learning and applying the alphabetic code to decipher the English sound-spelling system.
The unknown author of the Cambridge University Reading Test specifically designed the test to support the “whole language” approach to reading and to debunk the phonics-based approach. Let’s take a look at the test and then see how its author manipulated the test format to get the casual reader to accept its premise.
Cambridge University Reading Test
Aoccdrnig to a rseearch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.
According to a researcher (sic) at Cambridge University, it doesn’t matter in what order the letters in a word are, the only important thing is that the first and last letter be at the right place. The rest can be a total mess and you can still read it without problem. This is because the human mind does not read every letter by itself but the word as a whole.
At first (or second) read, the above example seems to validate the whole-word method. You can read the words above with just their first and last letters. Phonics are bogus!
But, wait a minute… There never was such a reading test developed at Cambridge University. The Cambridge University “reading test” is a hoax. The trick behind the hoax is that not only are the first and last letters in the same place, but most of the consonants appear in the exact order of the word. Only the vowels are all removed, rearranged, and replaced.
Text-messaging proves the point. Try texting this sentence to a friend:
Tgouhh pprehas ploepe rlleay cluod cphoreenmd, gievn uteimlnid tmie, ecfecfniiy sfruefs gatelry.
Though perhaps people really could comprehend, given unlimited time, efficiency suffers greatly.
A bit more challenging? Your friend will certainly have more difficulty reading your message because even though the first and last letters are in the same place, the consonants and medial vowels are not. So, the Cambridge University “Reading Test” actually points to the fact that readers really do look at all of the letters and apply the alphabetic code to read efficiently.
In fact, the English sound-spelling system is remarkably consistent and well-worth learning, especially for remedial readers. Yes, there are exceptions, but better to learn the rules and adjust to the exceptions.
Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use—a perfect choice for Response to Intervention tiered instructional levels. Get multiple choice diagnostic reading assessments , formative assessments, blending and syllabication activities, phonemic awareness, and phonics workshops, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 586 game cards, posters, activities, and games.
Also get the accompanying Sam and Friends Phonics Books. These eight-page decodable take-home books include sight words, word fluency practice, and phonics instruction aligned to the instructional sequence found in Teaching Reading Strategies. Each book is illustrated by master cartoonist, David Rickert. The cartoons, characters, and plots are designed to be appreciated by both older remedial readers and younger beginning readers. The teenage characters are multi-ethnic and the stories reinforce positive values and character development. Your students (and parents) will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.
Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, English-language learners, and Special Education students. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.