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The science of reading refers to evidence based research completed by cognitive scientists. This evidence provides educators with evidence based practice  in how to teach reading effectively. The science of reading answers the following questions:

How do children learn to read?

What skills are involved in reading?

How do certain skills in reading work together?

How does the brain assist in reading?

Why do some children struggle in learning to read?

To read more on the science of reading, visit the link below!

https://www.hillcenter.org/structured-literacy-and-the-science-of-reading/

Watch the video below to learn what EDUCATORS should know about the science of reading:

https://www.youtube.com/watch?v=1HGS9EG0HgU&t=1s

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As mentioned by Dr. Kraus in “Biomapping the Brain”, the brain can be mapped out to see where one might be struggling to learn to read. This can begin simply with letter sounds. According to Dr. Molfese, children must have a skill in place at their time of birth in order to read… sound discrimination. Because certain letters have milliseconds of discrimination to sounds, children who hear at a different rate may not pick up on those sounds. If a child cannot hear correctly, reading will most likely be affected. By training the brain to hear correctly (i.e., therapy) children can improve their reading abilities! In the video “Reading and the Brain” Peter, a young school child, was monitored for brain activity while reading. It was noted by the research team that Peter used a different part of his brain while attempting to read and when listening to someone talk. This sound and letter lag would lead to what Peter is diagnosed with early in life called dyslexia.

Although a child may be diagnosed with a reading disability, children have an avenue to rewire their brains into being able to read and hear correctly. With support, Peter was literally able to retrain his brain into reading more effectively. It should make educators begin to think of a larger responsibility. When a student has a learning disability, it is even more important for that student to read and train their brain. In order to help students with reading struggles to become stronger in the area, it is important that educators do not lead children to become “young, developing readers who are being led to readicide by the over teaching of books” (Gallagher, 2009, p.1148). Students with and without disabilities should come to love reading. Reading although holding the ability to help rewire a brain, should not be so broken down and overtaught that a student cannot experience what Gallagher describes as reading flow. Students should read and be as engaged as they are at home watching their favorite tv show.

References:

Gallagher, K. (2009). Readicide: how schools are killing reading and what you can co about it. Stenhouse Publishers.

wetalearningmedia. (2014, April 2). Baby's first reading skills. YouTube. https://www.youtube.com/watch?v=Lto2Gpyauig&list=PLLxDwKxHx1yIcczvlSEmrJ3rPwh5RMJ85&t=1s.

wetalearningmedia. (2014, April 3). Biomapping the brain. YouTube. https://www.youtube.com/watch?v=schcbstNtW8&list=PLLxDwKxHx1yIcczvlSEmrJ3rPwh5RMJ85&t=1s.

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Learning Disabilities: Chart with overview & Interventions

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Learning Disabilities: Chart with overview & Interventions

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View the chart above to learn more about common learning disabilities and interventions that can help assist teachers and parents!

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EDUC 5340 Reading -Learning  Disabilities Chart Format Summer 2021

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View the chart above to learn more about the five reading components and how to apply them!

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EDUC 5340 Components of Reading Chart  Format Revised for Summer 2021

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View my most important take-aways from the book Readicide: How Schools Are Killing Reading and What You Can Do About It.

"A golden opportunity for our children to read, to write, and to debate about relevant issues is buried under 122 pages of mind-numbing instructions" (Gallagher, 2009, p.1286)

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EDUC 5340 Readicide  Book Reflection Format   Chapters 1-5 Summer 2021

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As stated on the website, Texas Reads, reading is a basic and necessary human right. In order to increase reading literacy throughout the state of Texas, the House Bill 3 or HB 3 was put into place by state officials to be carried out by the Texas Educational Agency (TEA) which includes support for reading literacy. HB 3 was suggested, passed, and now enforced due to a consistent decline in reading proficiency in comparison to previous state rankings and national rankings. The goal of HB 3 is to increase reading literacy by increasing funds in certain areas such as reading instruction and reading academies in hopes to positively increase reading literacy.

Because reading is known to be fundamental to academic and job success, educational researchers and developers have long searched for areas to improve upon childhood reading literacy abilities. HB 3 recognizes that effective early literacy instruction requires highly skilled teachers with phonics and linguistic backgrounds. This means that highly skilled teachers must be teaching students about word recognition and language comprehension. In order to provide students with highly skilled teachers in these areas, HB 3 and TEA now requires elementary school teachers to participate in acquiring a certification in the science of teaching reading. Any teacher of any subject between grades K-6 seeking certification after January 1, 2021, must pass an examination showing proficiency in being able to teach fundamental reading skills.

The science of teaching reading focuses on reading pedagogy, reading foundational skills, reading comprehension and analysis and response. HB 3 states that any educator between grades K-6 must attend reading academies that train educators to be highly skilled teachers who can support student reading literacy. Reading academies provide trainings and coaching support to educators. In order for all be scaled correctly, TEA is aligning all reading academies with the competencies and vocabulary in the science of teaching reading examination. TEA allows for districts to become certified themselves to be providers in reading academies to customize implementation with their own development calendars. HB 3 also requires schools to provide a phonics curriculum in grades K-3, prioritize highly effective teachers in grades K-2, and integrate reading instruments in grades K-3. The goal of this is to increase reading literacy in early years and prevent any academic disruption due to falling behind.

References:

TxEdAgency. (2019, September 12). HB 3 in 30: Reading Practices. YouTube. https://www.youtube.com/watch?v=2SwCb2Oq_KE.

General 4. TXReads. (n.d.). https://literacysanantonio.com/about-txreads.

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Visit the links below to learn more about the science of reading, reading components, reading and the brain, learning disabilities, house bill three and readicide!

Science of Reading:
https://www.readingrockets.org/blogs/shanahan-literacy/what-science-reading

Reading Components:
https://www.readingrockets.org/article/english-language-learners-and-five-essential-components-reading-instruction

https://readingeggs.com/articles/2016/06/10/five-components-of-reading/

Reading & the Brain:
https://www.readingrockets.org/shows/launching/brain

Reading Disabilities:
https://www.readingrockets.org/article/about-reading-disabilities-learning-disabilities-and-reading-difficulties

https://www.nichd.nih.gov/health/topics/reading/conditioninfo/disorders

HB 3:
https://tea.texas.gov/about-tea/government-relations-and-legal/government-relations/house-bill-3

Readicide:
https://www.readingrockets.org/news/are-you-committing-readicide

https://www.edweek.org/teaching-learning/opinion-are-you-committing-readicide/2015/10

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Reading is a right not a privilege. Children should be taught reading from a perspective that will lead to appreciation of reading for education as well as for recreation. As educators, it is our responsibility to provide tools for students in and engaging manner that takes into consideration possible learning disabilities.
Research has been provided that shows although students may struggle with reading, their are certain interventions that can be provided to assist students into rewiring their ability to read. When students AND teachers are prepared with evidence based practices, students are able to reach their maximum reading capability. Educators are available to students to foster this growth.
One thing that we should aim to prevent is "the creation of readicide through intensive overanalysis of literature and nonfiction" (Gallagher, 2009, p.1140). According to Gallagher, there is a "sweet spot" of education that educators should strive to find. This sweet spot ensures an educator is not over or under teaching within their class. We should trust our students to know how to read and interpret while asking for help/resources when needed.