Connecting John Hattie's Research with The Science of Reading

By Melissa Benitez, The Teacher Tutor

September 24, 2024

John Hattie’s extensive research on education, particularly his meta-analyses in Visible Learning (2009), provides valuable insights into what has the most significant impact on student learning.  One of the most compelling connections to be made from Hattie’s work is to the science of reading, an evidence-based approach to teaching reading that focuses on how children learn to read and the best practices for literacy instruction. 

hattie's key findings: visible learning

Hattie's research synthesizes over 800 meta-analyses, covering more than 50,000 studies and millions of students, to identify which factors influence student achievement the most.  His work is best known for the concept of effect size, which measures the impact of various teaching practices on student outcomes.  An effect size of 0.40 is considered the "hinge point," meaning an influence that has a significant impact on student achievement. 

Among Hattie's key findings that relate directly to the science of reading are: 

Teacher Clarity (effect size of 0.75)

Feedback (effect size of 0.70)

Direct Instruction (effect size of 0.60)

Phonics Instruction (effect size of 0.70)

Each of these high-impact strategies aligns closely with best practices in reading instruction, particularly those endorsed by the science of reading. 

the science of reading: a brief overview

The science of reading is grounded in decades of cognitive research, linguistics, psychology, and neuroscience.  It emphasizes that effective reading instruction must include both decoding (phonics and word recognition) and language comprehension (vocabulary and understanding of text).  Researchers, including Dr. Hollis Scarborough and others, have conceptualized reading as a "rope," with strands like phonological awareness, phonics, vocabulary, and comprehension working together to create skilled readers.

One of the central tenets of the science of reading is the importance of systematic phonics instruction for early readers.  This approach is backed by extensive research showing that phonics instruction helps students, particularly struggling readers, decode words effectively, which leads to reading fluency and comprehension.

connecting hattie's findings with the science of reading

1. Phonics Instruction and Teacher Clarity

Hattie’s finding that phonics instruction has a strong effect size (0.70) is significant for teaching reading.  Phonics instruction teaches students the relationships between letters and sounds in a structured, systematic way, which is foundational for reading success.  According to the National Reading Panel, explicit phonics instruction is especially important for early readers and students with reading difficulties.

Teacher clarity, which Hattie describes as the ability of teachers to communicate clear goals, expectations, and explanations, further enhances the effectiveness of phonics-based instruction.  In the science of reading, clarity involves teachers modeling and breaking down reading skills so students understand how to decode and comprehend text.

2. Feedback and Reading Progress

Hattie also emphasizes the power of feedback (effect size of 0.70) in accelerating learning.  Effective feedback is timely, specific, and actionable, helping students correct mistakes and improve their skills.  In the context of reading instruction, feedback is critical as students practice decoding and comprehension.  For example, when a student mispronounces a word, immediate feedback from the teacher allows them to correct their error, reinforcing the phonetic patterns they are learning.

In line with the science of reading, feedback during guided reading or intervention sessions helps students master reading skills by addressing errors in real time.  Studies have shown that feedback loops are crucial for reinforcing phonological and comprehension skills.

3. Direct Instruction and Explicit Teaching in Reading

Hattie’s research highlights direct instruction as a highly effective teaching method (effect size of 0.60).  In reading, direct instruction involves explicitly teaching phonics, vocabulary, and comprehension strategies.  The science of reading supports direct instruction because it systematically breaks down the complex process of reading into manageable components, particularly for students who struggle with reading.

Direct instruction in reading follows a structured approach, where teachers model skills, engage students in guided practice, and gradually release responsibility to independent reading.  This aligns with Hattie’s emphasis on explicit, teacher-led instruction being more effective than less structured methods.

conclusion: a harmony of research

The intersection of John Hattie’s research on effective teaching strategies and the science of reading underscores the importance of explicit, clear, and systematic instruction in reading education. Both bodies of research emphasize that student achievement is enhanced when teachers use structured approaches like phonics instruction, provide timely feedback, and maintain high levels of teacher clarity.

By aligning Hattie’s findings with evidence from the science of reading, educators can adopt practices that significantly boost reading outcomes for all students. As schools increasingly recognize the importance of science-based reading instruction, understanding these research connections is key to improving literacy and reducing achievement gaps.

references

1. Hattie, John. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge, 2009.

2. National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. National Institute of Child Health and Human Development, 2000.

3. Scarborough, Hollis. Connecting Early Language and Literacy to Later Reading (Dis)abilities: Evidence, Theory, and Practice. Guilford Press, 2001.