Bank Street School for Children’s Story of Integrating Structured Phonics into a Progressive Literacy Approach

Authors

• Melanie Bryon, Bank Street College of EducationFollow
• Douglas R. Knecht, Bank Street College of EducationFollow
• Emily Linsay, Bank Street College of EducationFollow
• Emily Schottland, Bank Street College of EducationFollow

Abstract

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.

Author Biography

Melanie Bryon



Melanie Bryon joined the School for Children faculty in 2017 as a lower school learning specialist and has since become an integral member of the Bank Street community. She currently serves as the Dean of Children’s Programs and Head of the School for Children. Melanie brings more than 25 years of experience in education, including 14 years in public K–8 school administration. Prior to Bank Street, she served as principal and superintendent at Harlem Village Academy and as principal of Community Partnership Charter School in Brooklyn.

Doug Knecht



Doug Knecht is the senior director of education practice and innovation at USC CANDLE, where he partners with researchers and practitioners to build practical resources for secondary school educators rooted in the science of adolescent development. He previously served as the founding vice president of the Bank Street Education Center and the Dean of Children’s Programs and Head of the School for Children at Bank Street College. Doug began his career as a high school science teacher and later joined the New York City Department of Education central office as a leader of academic policy and school quality efforts, including oversight of 300 of the City’s schools.

Emily Linsay



Emily Linsay has been a Bank Street School for Children faculty member since 1995. She is proud of the fact that she once set out to bike across the USA and nearly made it! Emily is inspired daily by the children, families, faculty and staff at Bank Street.

Emily Schottland



Emily Schottland has been working in the field of education for 20 years. Currently, Emily is the literacy specialist at Bank Street School for Children. She also worked as a classroom teacher in New York City Public Schools before specializing in literacy. She has also been an adjunct professor at Bank Street Graduate School of Education and a teaching fellow in Brandeis University’s Teacher Leadership program.

Recommended Citation

Bryon, M., Knecht, D. R., Linsay, E., & Schottland, E. (2026). Bank Street School for Children's story of integrating structured phonics into a progressive literacy approach. Occasional Paper Series, (55). DOI: https://doi.org/10.58295/2375-3668.1598