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Science of Reading focuses on the: what

Word Inquiry: how- Morphology and Semantics- Meaning Driven Spelling

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Word inquiry, also known as Structured Word Inquiry (SWI), is based on the understanding that the primary job of English spelling is not to represent sound. Instead, it’s primary job is to represent meaning. There is a reason for every letter in every word, but that reason is not always to convey a sound. Once we understand that, the spelling of English words no longer looks random or erratic.

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Why Neurodiverse kids struggle with writing.

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Why Neurodiverse kids struggle with writing.

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We all know this! But it is a good reminder about different strategies we can use to develop confidence in writing for these students. We also probably have many undiagnosed or masking students in our classes who are struggling with writing.

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Why neurodiverse kids struggle with writing (and how to help)

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Discover strategies to support neurodiverse children in writing, highlighting the challenges they face and practical tips for inclusive teaching.

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Strategies for students who are stuck-metacognition connection

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Strategies for students who are stuck-metacognition connection

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I really connected with the "Getting Back on the Road" strategy in this article.

1) I've hit a speed bump

2)I need to take a detpur

3)I'm parked

I'm thinking of my students who sometimes struggle to explain why they are stuck and struggling-so this is a nice bridge connection to help them with the tools to get back to their emotionally regulated state to engage in the task.

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When students are grasping at straws, these self-directed strategies help them to pause, make a plan, and pivot more effectively.

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Overteaching or Overreacting? Seidenberg Lights a Match.”

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Writing the way to better reading, with Judith Hochman, Ed.D.

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Writing the way to better reading, with Judith Hochman, Ed.D.

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Meet our guest(s):

Judith Hochman, Ed.D., is the former head of The Windward School and the founder of the Windward Teacher Training Institute in White Plains, New York, as well as the former superintendent of the Greenburgh Graham Free School District in Hastings-on-Hudson, New York. She is the founder of The Writing Revolution, a not-for-profit organization which disseminates evidence-based strategies for writing instruction. Dr. Hochman is the author of Basic Writing Skills: A Manual for Teachers and coauthor of The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades (2017, 2024).

Meet our host, Susan Lambert

Susan Lambert is the Chief Academic Officer of Elementary Humanities at Amplify, and the host of Science of Reading: The Podcast. Throughout her career, she has focused on creating high-quality learning environments using evidence-based practices. Lambert is a mom of four, a grandma of four, a world traveler, and a collector of stories.

As the host of Science of Reading: The Podcast, Lambert explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Lambert is dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.

Transcripts and additional resources

"I had an epiphany that our students really had to learn writing as a second language." -Judith Hochman

"Having students write a lot is not teaching writing. It's just like if you put a lot of books in a classroom, students don't magically begin to read." -Judith Hochman

"I often talk to teachers and remind them that they can be their own researchers in their own classrooms-to try something small... . Watch to see the impact that it has; make adjustments when needed, and if it's working for the kids and you're actually seeing outcomes." -Susan Lambert

"This is not learned by osmosis, and it's not learned by vague feedback like, 'Make it better,' or, 'Add more details.' You've got to be very granular. This is not a naturally occurring skill in human development for any of us." -Judith Hochman

"What's good for elementary school is good for high school and beyond. The principles of teaching someone how to write coherently and with clarity don't change." -Judith Hochman

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Episode 11: Writing the way to better reading, with Judith Hochman, Ed.D.

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Listen in to this episode of the Science of Reading podcast as Judith Hochman discusses the connection between better reading and writing.

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Connecting the Ropes: Integrating Reading & Writing Instruction - Keys to Literacy

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In general, there is a strong case to be made for integrating writing and reading instruction. The goal of this post is to highlight the numerous ways that the components of reading and writing overlap and make the case for integrating reading and writing instruction and practice within the same lesson whenever possible. This overlap will be explained by pointing out the similarities between two frameworks: Hollis Scarborough’s Reading Rope (2001) and the Writing Rope framework that I developed in 2018.

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Educators Were Sold a Story About Phonemic Awareness

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Educators Were Sold a Story About Phonemic Awareness

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Educators Were Sold a Story About Phonemic Awareness

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The rise and fall of Heggerty is a cautionary tale. Are curriculum review organizations on the case?

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Science of Reading Myths and Misconceptions

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Science of Reading Myths and Misconceptions

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4/21/2023

There are a variety of factors putting pressure on educators and students alike: The COVID-19 pandemic, the national teacher shortage, and an overall lack of resources given to teachers to ensure their students are receiving proper instruction. The pandemic has exacerbated the need for accelerated learning-especially in the case of literacy acquisition-and the teacher shortage has left many new and remaining educators underprepared.

Now more than ever it is critical educators have access to professional resources that provide them with an in-depth understanding of the science behind learning to read, as well as actionable steps they can take to implement the science of reading in their classroom.

Science of Reading for Educators and Mentors

The key to ensuring student success is first making sure educators are properly prepared to teach their students, especially when it comes to teaching literacy. The science of reading is a gold-standard body of research comprised of decades worth of interdisciplinary studies. This body of research breaks down exactly how the human brain learns to read, and outlines best practices for teaching students to read.

Professional development courses based on the science of reading not only educate teachers about how students learn to read, but also provide them with actionable steps to take in the classroom. As a result, teachers (especially newer teachers) can feel confident entering the classroom and supporting students of all abilities and backgrounds.

Myths and Misconceptions About Teaching Reading

1. Learning to read is a natural process

Because reading and writing are directly linked with speaking and listening, many believe these skills are acquired the same way-this is far from the truth. Oral communication has been around for as long as humans have, but reading and writing didn't become popular until the 19th and 20th centuries. In fact, only 1%-7% of students can learn to read without explicit and systematic instruction. This is where Structured Literacy comes in.

The IDA coined the term Structured Literacy to refer to a specific way of teaching students to read. This method of teaching involves explicit, systematic, and cumulative instruction, along with other practices such as embedded assessment, hands-on learning models, and more. Research has shown this is the most effective way to teach students to read.

2. The science of reading is only phonics

The science of reading is built on the Simple View of Reading, developed by Gough and Tunmer. This model explains that reading is a combination of word recognition and language comprehension, and both are equally important in learning how to read proficiently. The model looks like:

Decoding x Language Comprehension = Reading Comprehension

It is important to note this is a multiplication equation, which symbolizes a lack of understanding of one component can lead to potential reading failure. Phonics is one aspect of "decoding," but there is a multitude of other factors that go into learning how to read-it's not just phonics.

Similarly, Scarborough's Reading Rope is another graphic that shows all the different "strands" that go into learning to read. Each of these strands is just as important as the next, and it's important to make sure students are getting a comprehensive education on all aspects of literacy.

3. The science of reading is a one-size-fits-all approach

The science of reading is far from a one-size-fits-all approach to teaching reading. While it is true all students need to develop the same set of skills to become proficient readers, effective instruction includes differentiation based on individual students' abilities. The best instruction uses data from things like embedded assessments to determine where that student needs more practice, and what areas they excel in.

When teachers are provided with strong professional learning resources, they are better able to meet their students where they're at on their literacy journeys.

What to Look for in Professional Development Programs

When leaders are evaluating professional development programs, there are a few key features to keep in mind.

Based on the Science of Reading

The science of reading should serve as the foundation for professional development programs centered on literacy education. The science of reading offers educators a deeper understanding of how students learn to read. Effective professional learning can help teachers deepen their understanding of literacy instruction and improve student outcomes. Programs based on the science of reading should provide in-depth education on the pillars of literacy, Scarborough's Reading Rope, and instruct educators about how to implement Structured Literacy in their classrooms.

Alignment with Specific Standards

Another key feature to look for when evaluating professional development programs is their alignment with state and/or IDA standards. The Common Core State Standards are a broad-based, extended effort to ensure all students are proficient at reading and writing by the end of high school. Along with state standards, the International Dyslexia Association's Knowledge and Practice Standards for Teachers of Reading is another important resource to look for. These standards explicitly outline the importance of effective literacy instruction, specifically highlighting the Structured Literacy approach to teaching.

Personalized, Continuous, and Flexible Professional Learning

Every educator's journey is going to be different, just like that of their students. Strong professional development programs will provide individuated, continuous, and flexible instruction to ensure the program works for teachers of all backgrounds, abilities, and experience levels. Along with individuated and scaffolded instruction, educators should have access to flexible courses that fit easily into their busy schedules.

Strengthen Your Science of Reading Professional Development with Lexia

Professional development based on the science of reading is the first step toward making sure your students achieve reading success. One of the most common approaches to teaching reading is the balanced literacy approach, which has been shown to be less effective than the science of reading for the majority of students. This approach can leave students with gaps in foundational reading skills, and it inadequately prepares teachers to address a wide range of literacy skills. In this case study, you can see exactly how switching to a science of reading-based teaching method can increase student literacy success.

To learn more about the importance of professional development courses, Lexia® has compiled 10 reasons why it is so essential for student success and teacher retention. Similarly, our blog post about teaching in crowded classrooms explains how professional learning creates more efficient and effective teachers-regardless of circumstances.

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The Science of Reading: A Professional Development Guide

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With the current national teacher shortage on top of the post-pandemic pandemonium, it's hard to find resources for educators that prepare them to teach students to read. We've created a full guide about what to look for when seeking professional development programs.

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Create common approaches across Lower Primary in the use of the Zones of Regulation (Grade Specific and Phase).

Develop strategies in partnership with Learning Support for regulation that focus on the whole child and are inclusive of all learners.

Explore our approaches to technology use creating agreements and understand better the impact of technology on regulation.

Create a space that can be accessible for small group regulation / move to learn space.

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Anne Green-Gilberts Braindance attached. You may have heard of this before but if not she is the founder of a creative dance center for teachers. She created this dance routine that can be used from very young learners to adults that involves perceptual motor. What is unique about her dance is that it also incorporates vestibular movements that children often do not engage with as much when at school. These are very important in developing balance and spatial awareness. Something we might notice in young learners as we help them to develop self regulation techniques is their lack of awareness of space. By incorporating swinging, spinning and other rotation exercises into the daily sensory diet we can improve this awareness and help a child to develop stronger self regulation techniques. This is something that I have done with learners specifically who find space and regulation challenging.

Anyway, this is obviously a passion for me. You can find more information attached in the articles. Here is also a link to more research: https://us.humankinetics.com/blogs/dance/braindance-to-support-emotional-learning?srsltid=AfmBOoqtNnwkftFjRAo5ykJ85iBOY_r2rIFG-gykKNQ_83BsFVlRIKO_

You can find guided brain dances on youtube and spotify. What is great is that you can choose different lengths of time so you can adapt it to fit in your daily schedule. Some samples are below:

Anne Green Gilbert compilation: https://www.youtube.com/watch?v=GnasIFAbJRk

The five minute brain dance narration

The eight minute brain dance narration

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ntroduction to The Zones of Regulation 🧠

The Zones of Regulation is a framework that helps students understand and manage their emotions and sensory needs. It categorizes all feelings and states of alertness into four colored zones:

Blue Zone: Low states of alertness, such as feeling sad, tired, sick, or bored.

Green Zone: The ideal state for learning, where one feels calm, happy, focused, and content.

Yellow Zone: Heightened emotions and alertness, with some control, like feeling stressed, frustrated, anxious, excited, or silly.

Red Zone: Intense, out-of-control emotions, such as anger, rage, elation, or terror.

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Classroom Check-In Station: Dedicate a space where students can "check-in" by moving a name tag, a clothes pin, or a personal photo to the zone they are in.

Individual "Toolkits": Provide each student with a small folder or box that contains visual cards for different coping strategies. The child can choose a tool from their box when they need to regulate.

Feelings Charades: This is a fun, low-pressure game for the whole class. Have students act out different emotions and have the class guess the feeling and which zone it belongs to.

Resources for Activities & Games:

14 Zones of Regulation Activities and Printables for Kids: A great list of activities like matching games, drawing faces, and sorting words.

Zones of Regulation Activities to Help Kids Manage Their Emotions: Includes ideas for using board games, Jenga, and creating a feelings bulletin board.

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The Zones of Regulation Official Website: The official source for the curriculum, its evidence-based approach, and professional development. It's a great starting point for teachers who want to implement the program with fidelity.

The Zones of Regulation

The Zones of Regulation Curriculum Book: Written by Leah Kuypers, the creator of the framework, this book provides 18 detailed lessons and activities. It's an invaluable resource for structuring your teaching.

The Zones of Regulation Curriculum

Research on the Effectiveness of the Zones: Explore studies and articles on emotional self-regulation in young children and the positive impact of the curriculum.

Evidence of Effectiveness - The Zones of Regulation: A research brief from the Zones of Regulation website that outlines positive outcomes.

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Blue Zone Tools (Wake-up Tools):

Movement Activities: Star jumps, stretching, or a quick walk around the classroom.

Mindfulness: Listening to calming music with eyes closed.

Green Zone Tools (Stay-in-the-Zone Tools):

Positive Affirmations: Have students say, "I am calm," or "I am ready to learn."

Social Connection: A quick compliment or a "high five" from a friend.

Yellow Zone Tools (Slow-down Tools):

Breathing Exercises: "Balloon breathing" (inhale like you're blowing up a balloon, exhale slowly) or "five-finger breathing."

Quiet Corner: A designated quiet space with books or drawing materials.

Red Zone Tools (Stop & Regain Control):

Sensory Breaks: Chewing gum, drinking water, or doing wall push-ups for deep pressure.

Calm-Down Kit: A portable box with a pinwheel, bubbles, and a squishy toy.

Additional Resource Links for Tools:

Zones of Regulation Activities - The OT Toolbox: A resource with a variety of self-regulation activities and sensory tools.

Zones of Regulation for Kids - YouTube: A short, engaging video that helps explain the zones to young children.

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The whole brain child

The highly sensitive child / person

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By: Jessica Baudin-Griffin

Developed by dance educator, Anne Green Gilbert (M. ED), the BrainDance is based on eight developmental movement patterns human beings will move through in the first year of life via infant reflexes and floor play. These movement patterns integrate the brain and body. BrainDance is an inclusive, adaptable, accessible full body and brain warm-up for students in classrooms and dance studios.

Over the years, I have adapted Gilbert's BrainDance for a wide variety of ages and settings.

The BrainDance is utilized as the warm up section for each Intellidance program for ages 0-5, through rhymes, songs, and thrmes to support automaticity, physical literacy, and language and literacy development.

BrainDance Hokey Pokey: https://www.youtube.com/watch?v=UeIcKjKAfNQ

Jungle BrainDance: https://www.facebook.com/Intellidance/videos/2388725741176550/

While working as a K-6 music specialist, I began each class withBrainDance, using the framework as a kinesthetic way to support different music learning outcomes and concepts.

Rhythm Stick BrainDance: https://www.youtube.com/watch?v=hSGcWs5iSj8

As a studio owner, BrainDance was used as the warm up for all our classes. The BrainDance patterns provide another lens for analyzing and categorizing dance technique. Over the years, our staff created adaptations of BrainDance to support our Ballet, Jazz, and Hip Hop curriculums.

Hip Hop BrainDance Centre Warm Up: https://www.youtube.com/watch?v=9-s-muS_uJs&t=12s

When teaching others how to create their own BrainDance, I advise starting by writing out all the possible movements you want to explore.

If I am creating a technique-based BrainDance, I begin by writing out all the technical skills my students are working on in that genre. E.g. Ballet: pliés, sautés, port de bras, tendus, battements, arabesque, chainé turns, etc.

If I am creating a thematic Braindance, I write down as many different movements that could physically support the theme. E.g. Animals: jump like a frog, arch like a cat swing like a monkey, gallop like a horse, creep like a lizard, walk like a bear, etc.

With all movement possibilities identified, now categorize the movements into their corresponding BrainDance patterns.

Using the ballet example, plies and sautes support the lower-body pattern, while port de bras focuses on the upper-body. Tendus and battements are body-side movements, while arabesque is cross-lateral. Chainee turns activate the vestibular system.

For the animal theme example, frog jumps are categorized as core-distal, while arching like a cat supports head-tail connection. Swinging money arms address upper-body, while galloping like a horse moves the lowers body. Creeping in prone like a lizard utilizes extension and flexion of body-sides. Walking like a bear reinforces the cross-lateral pattern.

With all your movements categorized into their corresponding BrainDance pattern, you will now be able to identify any missing patterns. This is where you will want to think creatively about ways to address these patterns in a way that supports your overarching curricular, developmental, or conceptual outcomes.

Using the ballet example, applying the concepts of weight and flow provides opportunities to address patterns not supported by specific technique. Breath can be light and flowing, while legs may remain bound and strong, as dancers bring light touch from head to toe and toe to head, supporting the tactile pattern.

Application of concepts also informs other technique-based patterns, drawing dancers' awareness to how the elements of dance enhance expressive movement. Port de bras flows lightly, while battements are bond and strong.

For the animal theme BrainDance, emotional intelligence can be addressed through dramatic play. Perhaps we are excited for a trip to zoo, but also feeling a little nervous. We start our adventure by taking some deep breaths to help us release any anxiety so we feel ready to begin. While the children are engaged in imaginative play, we can be planting the seeds of mindfulness practices.

Intellidance® YouTube Channel , Jessica Baudin-Griffin, www.youtube.com/intellidancing

Brain Bop by Kate Kuper , available on iTunes or Spotify

Jessica Baudin-Griffin (B.Ed) is an award winning movement educator from Edmonton, Alberta. In 2006, Jessica founded J'Adore Dance, an award winning, recreational dance studio, where she created more than a dozen original dance programs, including the Intellidance® Method, a series of early childhood in creative dance and music programs for babies to children age 5.

The foundation of the Intellidance® Method is the combination of dance and music concepts, identifying specific vocabulary in dance and music, and developing the understanding of both through the connection between concepts. These connected concepts provide opportunities for children to explore, discover, practice, and create using multiple senses and intelligences. By addressing the possibilities and connections in dance and music, the Intellidance® Method provides an innovative approach to conceptual education and addresses the needs of learners and teachers in the 21stcentury.

Jessica has had the pleasure of training a wide variety of professionals in the Intellidance® Method and is always excited to see the new ways her students are implementing the Intellidance® Method in their professional practices. The Intellidance® Method is currently used in over 30 countries worldwide!

Jessica has worked as K-6 Dance and Music specialist, sat on the committee that developed the K-12 local dance curriculum for Edmonton Public Schools, and is a sessional lecturer at the University of Alberta, teaching The Study of Dance for Young Children. Jessica's life work is to advocate for dance for every child!

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How To Get The Most Out Of Anne Green Gilbert's Brain Dance

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By: Jessica Baudin-Griffin What is BrainDance? Developed by dance educator, Anne Green Gilbert (M. ED), the BrainDance is based on eight developmental movement patterns human beings will move through in the first year of life via infant reflexes and floor play. These movement patterns integrate the brain and body.

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Whole Child Development Framework themes (acer 2025)

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Whole Child Development Framework themes (acer 2025)

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All of these songs have a predictable and repetitive structure- great for calming energy< 100 BPM (beats per minute)

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The Science of Reading vs. Balanced Literacy

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The Science of Reading vs. Balanced Literacy

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8/23/2022
This post is Part Three of a three-blog series about the science of reading and balanced literacy. This series will explore what the science of reading is, how it differs from balanced literacy, and why these differences matter. Missed Parts One or Two? Don't forget to go back and read them!
Reading is an equity issue. Only about 35% of American children are reading proficiently, and these opportunity gaps are even more significant for underprivileged students. The good news is, we know how to close those gaps and help every child learn to read proficiently. The solution lies in evidence-based instruction because while learning to speak is an innate process, neuroscience research has shown that learning to read is not.

Through decades of studies in neuroscience, education, psychology, and more, experts have determined the best practices for teaching literacy, and we are seeing this evidence-based instruction make a difference in childrens' lives.

In fact, as of August 2022, 30 states have passed laws or implemented policies around evidence-based reading instruction to ensure every child is given their best chance to become successful, confident readers.

So, what is this evidence-based instruction? Simply put, it is instruction based on the science of reading.
What is the Science of Reading?
Thanks to the reading wars, it is often assumed that the science of reading is just a fancy new term for phonics instruction. But the science of reading includes much more than phonics.

The science of reading is a body of research that definitively answers the question: "How does the human brain learn to read?" It spans more than 100 papers and the research has been growing for more than five decades. With studies from education, linguistics, psychology, and neurology, the science of reading includes research about how our brains process written words.

The skills required to read can be broken down in many different ways.

Gough and Tumner (1986) described reading comprehension as the product of decoding and language comprehension. This was known as The Simple View of Reading.

This equation can be further broken down into the underpinning components of each group:

In 2000, the National Reading Panel summed up effective reading instruction as requiring the following five concepts: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Dr. Hollis Scarborough (2001) devised the Reading Rope as a more in-depth visual on the skills required for fluent reading.

Based on how each skill or concept is defined, the terms used by a model or instructional method may be different. For example, phonological awareness (Reading Rope) and phonemic awareness (National Reading Panel) are both part of phonology, the study of sounds in a language, which in turn is a component of decoding (Simple View of Reading). When we incorporate the alphabet, we can introduce phonics as a way to teach sound-letter or sound-spelling correspondences; thus, phonics is tied to orthography as it begins to incorporate written symbols. Similarly, semantics and vocabulary go hand-in-hand as components of linguistic or language comprehension, and are just as necessary as the components of decoding or word recognition.

Through the science of reading, we can better understand how we learn to read, what skills are involved in reading, and how those skills work together. But more than that, this research helps us to understand how educators can best teach those skills.

See, the science of reading is not a literacy method in and of itself. However, it can inform literacy instruction to ensure all students are given the opportunity to become successful readers. Today, there are several approaches based in the science of reading, including Orton-Gillingham and the Wilson Reading System. These approaches, and others that teach foundational reading skills through explicit instruction are encompassed by the umbrella term: Structured Literacy.
What is Structured Literacy?
Structured Literacy is the application of knowledge from the science of reading which teaches children to read in an evidence-based and systematic way.

Any Structured Literacy approach weaves together an array of skills from the science of reading including at a minimum:

But more importantly, Structured Literacy approaches are explicit, systematic, cumulative, diagnostic, and responsive. Explicit means the concepts are directly taught and practiced. Systematic means the skills are taught in a "stairstep" fashion: Each skill builds on the last, and they are taught in a logical order that starts with the simple information and becomes progressively more complex. Cumulative means all the information builds upon earlier knowledge. Diagnostic and responsive means students' unique strengths and weaknesses are identified using differentiated instruction.

With sufficient direct instruction on the foundational skills of reading, 95% of students can learn to read. This is why a Structured Literacy approach is crucial. Without it, only 30% of students will learn to read. Fifty percent require explicit and direct instruction in foundational skills to learn to read, and a further 15% require additional attention and support.

Any instructional method that does not teach the components of the science of reading in an explicit, cumulative, and responsive way will leave children behind, often without understanding why the student is struggling. That is the unfortunate impact of many literacy approaches schools use today, like balanced literacy, when educators don't have the evidence-based knowledge they need to help every student.
What is Balanced Literacy?
Balanced literacy is a popular method of teaching reading and writing. In 2019, A national survey found that about 72% of American educators report using balanced literacy to teach reading. One of the reasons for its popularity is its openness to interpretation.

Fountas and Pinnell (1996), early proponents of balanced literacy, define the method as a "philosophical orientation that assumes that reading and writing achievement are developed through instruction and support in multiple environments using various approaches that differ by level of teacher support and child control." Their method involves a combination of whole-group instruction, small-group instruction, and independent learning with a focus on authentic texts.

Lucy Calkins, another proponent of balanced literacy, uses a workshop model for her method. Skills are demonstrated, then students practice, with minimal direct instruction.

For Michael Pressely, balanced literacy is about the balance -there should be a plethora of reading materials, an emphasis on writing, and explicit decoding instruction.

In other words, balanced literacy is difficult to define, and can vary from classroom to classroom. For most balanced literacy educators, it means teaching reading in a way that meets student's needs while also promoting a love of reading.

This is a goal all educators should aspire to-but without a standard implementation, balanced literacy's success in achieving that goal is inconsistent at best. Despite balanced literacy being the most popular literacy method for the last few decades, national reading scores have remained low.

Balanced literacy can be understood as a "little bit of everything" approach that incorporates some good ideas and practices as it strives for a laudable goal. It will even help many students discover a love of reading. But because it may or may not include phonics and other evidence-based concepts, and because it lacks the structured, explicit instruction and content needed for students with learning disabilities like dyslexia, it will never work for all students. As seen in the pie chart above, most students need explicit and direct instruction in foundational reading skills (and not just phonics). Without additional intervention, balanced literacy will only help 30% of students become successful readers.
Is the Science of Reading Better than Balanced Literacy?
Balanced literacy is not "bad." But when it comes to reading proficiency, it doesn't work for all students, or even most. The science of reading, through approaches like Structured Literacy, will help 95% of students become confident, capable readers. For balanced literacy to be effective, it must include explicit instruction in ALL the skills necessary for reading. For students to develop a love of reading, they first must learn to read.

Literacy is one of the cornerstones of educational equity, and is crucial for lifelong success. Transitioning to a Structured Literacy approach or incorporating more science of reading-based instruction in a balanced literacy approach will help us achieve a more equitable world in which every student can confidently enjoy reading.
Want to learn more about the reading wars or the science of reading? Check out Parts One and Two of this series.

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The Science of Reading vs. Balanced Literacy | Lexia Learning

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Why are only 35% of students reading proficiently when we know 95% of students can learn to read? Discover the differences between the two most popular approaches to reading today (it's not just phonics!), and learn how to help every student succeed.

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How the ‘science of reading’ is reshaping literacy education

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How the ‘science of reading’ is reshaping literacy education

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5 Research Backed Ways to Build Better Readers

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5 Research Backed Ways to Build Better Readers

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5 Research-Backed Ways to Build Better Readers

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The latest research on five foundational strategies that are teacher-tested and grounded in science.

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3 Ways to Make Better Use of Reading Science

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3 Ways to Make Better Use of Reading Science

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The "reading wars" of the early aughts pitted advocates of phonics-based instruction against whole language supporters-and both sides claimed to have science on their side. The contours of the argument are reasonably well known by this point, writes Benjamin Riley for ASCD.

On the one hand, supporters of phonics-based instruction, leveraging findings from a National Reading Panel report published in 2000, argued for the importance of developing phonological awareness in young readers-we are not hardwired to read in the way we are to speak, the panel concluded, and explicit instruction on how letters and their corresponding sounds map to meaning is required to master the craft.

Advocates of a whole-language approach, on the other hand, de-emphasized phonics in favor of more "natural" reading strategies focused on seeking out "context cues" to make meaning of texts. As new science on reading emerged, the "whole-language supporters largely shifted to supporting 'balanced literacy,' which, to summarize briefly, ostensibly blends phonics and other reading-skills instruction with time for children to read complete texts," Riley says.

While the reading experts eventually called a truce, educators and policy makers are once again exploring how best to apply the principles of reading-science in the classroom. The good news, writes Riley, is that there are plenty of areas of agreement among scientists and researchers who study reading.

We know that explicit phonics instruction is a critical early tool for decoding text, and that children benefit from it, Riley insists. But we also know that reading doesn't end with the simple act of decoding-the research suggests that "the key factor in helping young children transition from decoding text to becoming fluent readers is lots of reading practice with varied texts," though direct instruction should not be fully replaced by independent reading. Finally, reading doesn't occur in a vacuum. Strategies designed to develop comprehension skills more generally cannot "compensate for lack of vocabulary or content knowledge on a particular subject," in the words of cognitive scientist Daniel Willingham, a professor of psychology at the University of Virginia.

The big picture? With renewed interest about the science of reading-"educators at all levels, from university faculty to early childhood-education teachers, are clamoring to learn more"-Riley suggests that there is a middle path. He outlines three principles he hopes "reading science enthusiasts" will use to advance an understanding of the science of reading:

Don't Believe the Hype

Nuance-not inflexible commitment to an ideology-is the key when it comes to using effective, thoughtful pedagogical practices culled from reading science, writes Riley. "Yes, there is strong scientific consensus that supports the use of phonics in the early stages of learning to read. But it is equally true, scientifically, that 'reading comprehension clearly entails more than identification of individual words: Children are not literate if they cannot understand text'," he writes. "Learning to read is a progression from decoding text to fluent reading to deeper inference and comprehension. In advocating for reading science, we should recognize this nuanced progression rather than fall into the trap of stridently demanding (on its own) 'more explicit phonics instruction'."

Take Control of the Science

While reading science may show us how, from a cognitive perspective, our minds make sense of written symbols-in other words, how we develop as readers-teachers still need to figure out the best pedagogical approach to use for their students. It's not one size fits all, and the needs of a particular student may demand that you slow down, speed up, or pursue a different tack. "Scientific insights should inform education practice by adding to a teacher's mental model of how their students make meaning of text," says Riley. "That still leaves a great deal of space for educators to decide which pedagogical techniques they'll use to help students learn to read."

Celebrate Progress-and Stop With the Shaming

Though teacher prep programs are often criticized for turning out poorly-prepared teachers, Riley notes that a growing number of programs are working to improve their practice. Five schools of education in North Carolina, for example, are exploring ways to integrate reading-science principles into coursework and practical training for teacher candidates. "It's time to move past stereotypical critiques and the strategy of shame, and instead offer support and encouragement to those who are helping to grow this movement," he writes.

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3 Ways to Make Better Use of Reading Science

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Teaching reading is hard. But there are fundamental things we know about how kids learn to read-the key is to remain nuanced in their application.

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The Importance of Whole School Literacy and Strategies for Development

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The Importance of Whole School Literacy and Strategies for Development

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