Introduction to the science of Reading for teachers

By Melissa Benitez, The Teacher Tutor

October 12, 2024

The "Science of Reading" (SoR) refers to a vast body of interdisciplinary research that explores [1] how children learn to read, [2] why some struggle, and [3] what methods are most effective for teaching reading.  Rooted in decades of studies from fields such as cognitive psychology, linguistics, neuroscience, and education, SoR provides evidence-based guidance on reading instruction.  This approach has become increasingly critical as schools seek to improve literacy outcomes, particularly in early education. 

the foundations of the science of reading

At its core, the Science of Reading emphasizes that reading is not an innate skill; rather, it must be taught explicitly.  Research shows that learning to read involves two primary components: decoding and language comprehension (Scarborough, 2001).  This framework is often referred to as the Simple View of Reading (Gough & Tunmer, 1986). 

• Decoding refers to the ability to connect letters with their corresponding sounds and blend them together to form words.  This involves phonological awareness (understanding that words are made up of sounds), phonics (the relationship between sounds and written letters), and the ability to recognize words accurately and automatically. 

• Language comprehension is the ability to understand spoken language, which requires vocabulary knowledge, sentence structure, and the capacity to infer meaning from context. 

When students struggle with either decoding or comprehension, reading difficulties arise, and the Science of Reading identifies strategies to address both components. 

phonological awareness and phonics

A significant portion of SoR research highlights the importance of phonological awareness and systematic phonics instruction.  Phonological awareness is crucial because it helps students recognize sound patterns in language, which is foundational for decoding.  Phonics, the explicit teaching of letter-sound relationships, allows students to apply this knowledge to written text. 

The National Reading Panel (2000) found that systematic phonics instruction is more effective than non-systematic or no phonics instruction.  Children who receive structured phonics teaching are more likely to develop strong word recognition skills, which are essential for fluent reading. 

the role of fluency, vocabulary and comprehension

While phonics and decoding are vital, fluency—reading rate and accuracy—serves as a bridge to comprehension.  Fluency allows readers to focus on meaning rather than on decoding individual words.  Fluency is developed through practice, and teachers can support this by providing students with opportunities to read texts that are at an appropriate difficulty level. 

Moreover, the Science of Reading emphasizes the importance of vocabulary and background knowledge in reading comprehension.  According to the work of researchers like E.D. Hirsch (2006), the more knowledge and vocabulary students possess, the easier it is for them to make sense of texts.  Hence, integrating content-rich curriculum alongside literacy instruction is beneficial. 

structured literacy vs. balanced literacy

The rise of SoR has led to debates about the most effective methods for teaching reading, particularly between structured literacy and balanced literacy approaches.  Structured literacy, aligned with SoR, involves explicit, systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension.  It is particularly effective for students with reading difficulties (Moats, 2020). 

In contrast, balanced literacy is a more varied approach that combines phonics with other methods, such as whole-language instruction, which encourages reading through context clues and exposure to rich literature.  Critics of balanced literacy argue that it lacks the explicit, systematic phonics instruction proven to be necessary for most students, especially struggling readers. 

implications for teachers

The Science of Reading provides educators with clear, evidence-based strategies for teaching literacy.  Teachers should:

1. Prioritize explicit instruction in phonemic awareness and phonics, especially in early grades.

2. Incorporate regular fluency practice to help students develop automaticity in reading.

3. Build vocabulary and content knowledge to support comprehension.

4. Use data from assessments to identify specific areas where students need targeted intervention.

By aligning classroom practices with SoR research, teachers will be better able to provide all students, including those with learning challenges, the skills they need to become proficient readers.  

conclusion

The Science of Reading offers a powerful framework for improving literacy outcomes by grounding instruction in well-established research.  As schools adopt these principles, teachers play a pivotal role in ensuring that every student learns to read with confidence and comprehension.  

references

• Gough, P. B., & Tunmer, W. E. (1986). The Simple View of Reading. Reading and Writing, 2, 127–160.

• Hirsch, E. D. (2006). The Knowledge Deficit: Closing the Shocking Education Gap for American Children. Houghton Mifflin Harcourt.

• Moats, L. C. (2020). Speech to Print: Language Essentials for Teachers. Brookes Publishing.

• National Reading Panel. (2000). 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.

• Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In Handbook of Early Literacy Research (pp. 97-110).