Why Grammar Drills Don’t Work

I read with interest your article (Jan. 3) about grammar instruction in our schools. As a composition specialist pursuing my doctorate in English at the University of Southern California, I have done extensive research in English skills development and would like to add one powerful reason why traditional grammar instruction (“drill and practice”) is no longer considered valid.

Recent scholarship in the field of cognitive psychology (particularly the work of educational psychologist Robert Glaser of the University of Pittsburgh) has shown that the most effective way to teach basic skills--whether they be language-related or general thinking skills--is in the context of knowledge acquisition. That is, skills are best taught not as “add-ons” to subject knowledge, but as an integral part of the subject knowledge. Grammar, therefore, should not be taught as an isolated or separate component in the English curriculum. Instead, it will be learned more efficiently and productively if knitted together with literature and composition into one language arts fabric.

So, while grammar drill and practice may sound good to the public and be an easy way out for English teachers, it is not a pedagogically sound approach.

KATHLEEN LANDIS

Burbank