5 things you need to know about the science of reading

Key points:

While high-quality literacy remains a cornerstone of educational leaders' priorities, this year the science of reading has dominated classrooms and discussions about instructional strategies.

Soon, according to the National Center for Literacy ImprovementThe science of reading is “research, over time, from multiple fields of study using methods that confirm and refute theories about how children best learn to read.”

Instruction based on this research includes phonemic awareness, phonics, fluency, vocabulary, and comprehension. It is not a specific program or intervention or phonics-based programs that practice phonics skills. And, as with all research, the science of reading is evolving—there is so much more to learn.

Here's a look at some of the latest research, thinking and strategies, straight from classroom experts and industry veterans:

In districts across the country, educators continue to support students in post-pandemic learning recovery. Many students still reading below the appropriate level for your grade–approximately one third of fourth graders in the United States read at or below what is considered the basic level. And unfortunately, even before the pandemic, reading achievement has been poor for the past few decades. Here are 4 simple steps to help educators start implementing the science of reading.

Conversations about the science of reading are conducted primarily with elementary and early childhood educators. These conversations are preventing further injustices and disenfranchisement in literacy. But how are we addressing the ways the system has failed our high school students when they first learned to read? Here's how a middle school ELA teacher is learning to support students in her class who were excluded from receiving the literacy instruction they needed.

Maryland Prince George's County Public Schools is supporting all K-3 teachers with reading science resources and practices. Educators are diving into integrating the science of reading and science instruction using digital resources. This work, which began through conversations with the Mississippi Department of Education, was recently presented to the district's PreK-3 teachers. Prince George's County K-3 teachers are exploring three instructional ideas: using video segments to develop understanding of science concepts, using science words for phonological awareness and phonics activities, and developing digital activities to integrate language acquisition. prior knowledge and literacy skills. Learn more about the district's work.

Educators across the country have been discussing the science of reading and working to align their materials and practices with this research on how students learn to read. Next year, that broad trend will continue, with a shift to look beyond building knowledge as schools, districts, and states begin to improve capacity and create systems aligned with the science of reading. Here, Kari Kurto, director of the Reading League's National Reading Science Project, discusses some specific predictions about what that might look like in 2024 for policymakers, schools and districts, educators, and publishers. At the state level, policymakers and decision makers will continue to develop guidance on the science of reading and evidence-aligned practices. Many states that have recently begun this work are starting with initiatives focused on generating knowledge, which is a great first step. In the new year, more administrators and other educators will focus not only on building knowledge and ensuring their materials are aligned with the science of reading, but will go further to examine hiring practices, multi-tiered support systems , evaluations and science. learning and implementation, and more. Learn more about how different stakeholders will advocate for the science of reading.

A new NCTQ report, State of the States: Five Policy Actions to Strengthen Implementation of Reading Science, highlights five key policy actions states should take to strengthen teachers' reading instruction and examines the extent to which states focus on them. The five policy actions are: Establish specific and detailed reading standards for teacher preparation programs; review teacher preparation programs to ensure they teach the science of reading; adopt a robust test for elementary reading licensure, requiring districts to select a high-quality reading curriculum; and provide professional learning to teachers and ongoing support to sustain the implementation of the science of reading. Read more about how states can strengthen literacy training.

Laura Ascione is the editorial director of eSchool Media. She graduated from the prestigious Philip Merrill School of Journalism at the University of Maryland.

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