Where the Science of Reading Meets the Science of Instruction
“Science of reading” means an interdisciplinary body of scientific evidence that:
- Informs how students learn to read and write proficiently from early childhood through adolescence.
- Explains why some students have difficulty with reading and writing.
- Indicates that all students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing to become effective readers.
- Does not rely on any model of teaching students to read based on meaning, structure and syntax, and visual cues, including a three-cueing approach
The interdisciplinary body of scientific evidence is the research. From this research, educators have to transform it into instructional practices that include the use of quality instructional materials. Learning to read is not a natural process. We use systematic and explicit instructional practices to train the developing reading brain. Structured literacy practices help all readers develop the pathways in the brain necessary for skilled reading. Nancy Hennesy gives us An Overview of Structured Literacy how it supports the “science of instruction.”
Whether just getting started or already implementing the science of reading, this toolkit provides resources school leaders, teachers and families can use throughout the year.