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5/10/2023

Every day in the U.S., school district leaders are coming to the realization that the way we've been teaching reading needs to change. According to the Nations Report Card (NAEP), only 33% of fourth-grade students and 31% of eighth-grade students performed at or above Proficient in reading in 2022. While this is the case, 95% of students are capable of learning to read proficiently when taught with a curriculum based on the science of reading.

As a result, during the last two years, almost 20 states have made moves to scrap literacy curricula in favor of those based on the evidence of the science of reading, with California, Ohio, and Georgia being the most recent to join the movement. While it is true that many states are developing their curriculum to align with the science of reading, implementing the science of reading can be complex.

Breaking down the science of reading into a set of components might seem like the most logical way to begin understanding it, but this actually reflects a misunderstanding of the science of reading at the highest level. There are no components to the science of reading, simply because it is not an approach or philosophy. Instead, the phrase "science of reading" represents decades of gold-standard research that shows us the science behind how the human brain learns to read.

What many people think of as the components of the science of reading are the skills and instructional methods that have been proven effective in teaching reading. Skills like decoding are a key component in literacy, and the science of reading is the body of research that proves the importance of explicitly teaching such skills.

In this article, we look at how the body of research that makes up the science of reading can be more easily understood through the following four frameworks and models, which are all interconnected:

The five pillars of reading instruction

Scarborough's Reading Rope

The Simple View of Reading

Structured Literacy

These approaches each have their own components and concepts to help us understand how we learn to read. When educators have a complete understanding of these instructional frameworks and models, they are able to effectively implement evidence-based practices in their classroom and help all of their students find reading success.

What are the Five Pillars of Reading Instruction?

The five pillars of reading instruction, also known as the five pillars of early literacy, are a set of key components developed by the National Reading Panel essential for reading proficiency. They include phonemic awareness, phonics, vocabulary, fluency, and comprehension. Each component plays a crucial role in developing strong reading skills, and educators who understand and effectively teach these pillars are increasing the chances their students learn how to read proficiently.

Research in cognitive psychology, linguistics, and neuroscience has provided a wealth of evidence-based strategies and practices for developing each of the five pillars of reading. Understanding the science behind these pillars can help educators design effective instruction that supports students in becoming strong readers. In the following sections, we'll dive deeper into each of the pillar components and explore how the science of reading informs our understanding of each one.

1. Phonemic awareness

Phonemic awareness is the ability to identify, manipulate, and distinguish individual sounds (phonemes) in spoken words. It involves understanding that words are made up of separate sounds and being able to hear, blend, segment, and manipulate those sounds. Research has shown phonemic awareness instruction is most effective when students are taught to manipulate phonemes with letters, when it explicitly focuses on one or two types of phoneme manipulations (rather than multiple), and when students are taught in small groups.

2. Phonics

Phonics refers to the relationship between letters and sounds in language. It involves understanding how letters represent sounds and using that knowledge to decode written words during reading and encode words during writing. Many people have the misconception the science of reading is solely based on phonics, but phonics is just one piece of a very large and complex puzzle. Research shows systematic phonics instruction "provides beginning readers, at-risk readers, disabled readers, and low-achieving readers" with a higher chance of learning how to read proficiently in comparison to other forms of instruction.

3. Fluency

Fluency refers to the ability to read text accurately, quickly, and with proper expression. It involves automaticity in word recognition, comprehension, and prosody. This study shows students with strong oral fluency skills are more likely to succeed in other areas of the literacy acquisition process. This is because fluency serves as a bridge between being able to read or decode words and being able to comprehend what is being read.

4. Vocabulary

Vocabulary refers to the words students must know to communicate effectively through reading and writing. It includes understanding the meaning of words, as well as how words are used in different contexts.

5. Comprehension

Reading comprehension is the ability to understand and make meaning from what has been read. It involves using background knowledge, decoding skills, vocabulary, and critical thinking strategies to construct meaning from text. Reading comprehension itself is the application of multiple skill components, and can be seen as the main goal of reading. The skills needed for reading comprehension can be broken down with the Simple View of Reading and Scarborough's Reading Rope.

The Simple View of Reading & Scarborough's Reading Rope explained

Scarborough's Reading Rope and the Simple View of Reading are two widely recognized models that explain the complex process of reading. While both models are similar in that they identify different components that contribute to reading proficiency, they differ in the way they conceptualize and prioritize these components. Both of these models are foundational ways of understanding the science of reading research explaining how the human brain learns to read.

The Simple View of Reading (SVR)

According to Gough and Tumner's (1986) Simple View of Reading (SVR), reading comprehension is conceptualized through the combination of two skills: word recognition and language comprehension. The model is represented as a multiplication equation, showing that neither of these concepts is sufficient on its own-a lack of understanding of one concept could lead to overall reading failure. This is why it is so important for students to develop both alongside each other.
Decoding (Word Recognition) x Language Comprehension = Reading Comprehension
In the SVR, decoding is comprised of the skill components: phonology, orthography and morphology. Language comprehension is comprised of the components of syntax, semantics, pragmatics, and discourse. Struggling with any one of these subcomponents can lead to overall reading comprehension struggles.

Scarborough's Reading Rope

With a slightly different skill component breakdown, Scarborough's Reading Rope offers a visual of the different components that need to be woven together for skilled reading. These strands are separated into two categories: word recognition and language comprehension. These two sections (the same main components represented in the SVR) are further broken down into smaller "strands" that represent the different skills that go into each category. All of these strands are critical for skilled reading and are dependent upon one another.

Word Recognition is a combination of:

Phonological awareness

Decoding

Sight recognition

Of these three, decoding is the element that helps bring everything together when it comes to word recognition. Decoding is the process of linking printed words or letters on the page to their spoken equivalents. A student's ability to decode words begins with their understanding of the language sound system and then proceeds to have a grasp on the writing system through an understanding of phonology, orthography, and morphology.

Language comprehension is the other necessary component of reading comprehension, and it makes up the top half of Scarborough's Reading Rope. Language comprehension requires the combination of

Background knowledge

Vocabulary

Language structures

Verbal reasoning

Literacy knowledge

While these skill components differ from the SVR's underpinning components of semantics, pragmatics, syntax, and discourse, they both comprise the skills needed to understand language and sentence structure.

Where does Structured Literacy come in?

Structured Literacy (SL) is a phrase coined by the International Dyslexia Association® (IDA), and it refers to a specific way of teaching students how to read. This method of teaching has been shown to support all students, regardless of background or skill level. The SL approach to teaching reading is defined by these parameters:

Explicit

This means that concepts and skills being introduced to students are directly taught and practiced-educators should not assume students learn principles of literacy on their own or through exposure alone. The aim is to provide ample guidance and practice to help students acquire new literacy concepts. It is important to give immediate feedback to minimize the possibility of students learning and practicing concepts incorrectly.

Systematic and cumulative

Each concept students are taught should build on top of the previous concept they learned, and their teacher should explain how each new lesson fits into the whole. New skills should be presented in a logically ordered way, progressing from simple to complex. Each new concept builds upon the previous one, with teachers making sure to explain how each new lesson connects to the previous ones. The goal is to enable students to gradually develop automatic reading skills, which allow them to move from learning to read to reading to learn.

Hands-on, engaging, and multimodal

SL recognizes students learn best when they are engaged and active in the learning process. This combines listening, speaking, reading, and writing, which in turn develops a student's language comprehension skills and fosters multimodal learning.The goal is to foster language comprehension skills by allowing students to experience learning in a more interactive and engaging way.

Diagnostic and responsive

This means educators are responsive to the needs of individual students. They should be continuously assessing student progress and adjust their teaching accordingly. Pacing, presentation, and practice for new concepts should be adapted to individual students' skill levels and understanding, ensuring students who need more time and guidance get that support. By being diagnostic and responsive, SL ensures every student receives the support and guidance they need to develop literacy skills effectively.

A structured literacy approach will teach the skill components identified by the National Reading Panel, the simple view of reading, and Scarboroughs's reading rope in an explicit, systematic, and responsive way that effectively helps all students learn to read.

Implementing the Science of Reading Components

Components like phonics, vocabulary, or syntax are but a small piece of science of reading-based instruction. As an ever-growing body of research, the science of reading continues to deepen our understanding of how we learn to read. The five pillars of early literacy, Scarborough's Reading Rope, the Simple View of Reading, and Structured Literacy are all derived from the science of reading research. Educators can use the components within these frameworks and models to inform their teaching practices. By including explicit instruction in reading skills from phonemic awareness to vocabulary and semantics, teachers can make sure all students have the opportunity to achieve reading success.

For educators looking to strengthen their literacy curriculum, take a look at this webinar, "Decoding is Only Half the Story: Challenges with Implementing the Science of Reading." In it, Dr. Suzanne Carreker explores the challenges of implementing the science of reading in the classroom, and offers a breadth of knowledge and advice for educators looking to integrate the science of reading into their classrooms.

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A Full Breakdown of the Science of Reading Components | Lexia

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What are the components of the science of reading? It's not that simple. Learn more through a breakdown of the five pillars of early literacy, Scarborough's Reading Rope, the Simple View of Reading, and Structured Literacy.

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Free English uppercase and lowercase interactive alphabet arc to help students learn letter names, order, and shape.

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Supporting Diverse Multilingual Learners: An Asset-based Approach

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During this Emergent Bilingual Week session, learn about the context and importance of asset-based labeling and terminology, and hear about research findings related to the specific needs of experienced multilinguals, dual-language learners, newcomers, and students with limited or interrupted formal education.

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Lexia Learning Systems https://www.lexialearning.com/Assets/img/logo.svg 1984 978-405-6232 info@lexialearning.com 300 Baker Avenue, Suite 320 Concord MA 01742 USA

10/2/2023

Children with dyslexia can't change how their brains decode language-but teachers can adopt approaches that work for all students, including those with dyslexia. Professional learning grounded in the science of reading can help eliminate dysteachia in educators and ensure students with dyslexia get the explicit and systematic instruction they require to successfully achieve literacy.

Brenda Peters, M.A., M.Ed., SAIF, ICALP, the co-founder and director of assessment and consultation at ACT Dyslexia Solutions, and Kimberly Stockton and Octavia Gray-Essex from Lexia® discuss how educational leaders can bolster their teachers' instructional understanding and see positive student outcomes during this in-depth webinar.

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Dyslexia, Dysteachia, and How Science of Reading-Based Instruction is the Answer | Lexia

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"Dys-teach-ia" is the mismatch between the instruction many students with dyslexia receive and the instruction they need to develop grade-level reading comprehension. During this webinar, learn how implementation science and professional learning can impact effective instruction and improve students' literacy success.

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Lexia Learning Systems https://www.lexialearning.com/Assets/img/logo.svg 1984 978-405-6232 info@lexialearning.com 300 Baker Avenue, Suite 320 Concord MA 01742 USA

1/18/2023

One of the most important things for an early childhood educator to understand is how to effectively teach phonemic awareness (PA).

Recent conversations have questioned which students need PA instruction to succeed, which skills to teach and when, and how to design effective PA instruction. Here at Lexia, we have the answers.

Join literacy experts Dr. Lucy Hart Paulson, CCC-SLP, Ed.D., and Shira Naftel, M.Ed, for an enlightening webinar about the who, when, what, and how of teaching phonemic awareness. With a long history of empowering teachers through the science of reading, Paulson and Naftel help educators provide language-based literacy instruction that enhances educational outcomes for all students.

In this instructional webinar, you will learn:

Developmental sequences and age expectations for PA

How to assess PA skills to determine future instruction

How to implement research-based PA instructional/intervention routines

Watch now to gain a comprehensive understanding of how to teach phonemic awareness.

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The Who, When, What, and How of Teaching Phonemic Awareness | Lexia

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Many educators wonder which students need phonemic awareness instruction and how exactly to design effective instruction. In our webinar, literacy experts Lucy Hart Paulson, CCC-SLP, Ed.D., and Shira Naftel, M.Ed., provide actionable guidance on how to teach phonemic awareness.