The Future of the Science of Reading
The term “Science of Reading” has gained a lot of popularity in recent years. Today, we wanted to break down what the Science of Reading is and what its future holds.
First things first -
What is the Science of Reading?
The Science of Reading encompasses a comprehensive collection of research completed over many years by experts in the fields of education, psychology, neuroscience, language development, and more regarding how we learn to read. The collective body of evidence from the research (known as the Science of Reading) helps us to understand how the brain develops literacy skills, where breakdowns may occur, and how best to support students using approaches validated by the research.
Why is it important?
This is important because too many students are struggling to read and write effectively. We are teaching students using a variety of approaches and unfortunately, many of the approaches still used in classrooms all around the nation (and world) don’t align with the research.
The problem is that many of the curricula available for schools today are missing many of the key components of effective instruction.
The great news is that we know from the Science of Reading - truly effective, research-based reading instruction IS possible. We know exactly what it needs to look like because of this compilation of the collective years of research from several different disciplines.
But, there’s a problem…
Trying to put together a lesson plan that follows the Science of Reading doesn’t always feel easy.
For many educators and professionals in the field, this type of instruction feels just out of reach. It feels inaccessible.
And this sucks because everyone deserves to be able to read. This means students need effective instruction that aligns with the Science of Reading.
So what do we do?
Science is science. The evidence is clear on what needs to be done to help students read and write effectively. But as professionals in the field - we absolutely MUST break down the barriers that so many of us feel as we try to understand the research and embrace a new way of teaching.
To allow the Science of Reading to fully enter classrooms around the globe, for this science to change the future of our students we need to do two things.
#1 - We need to embrace collaboration and recognize that as a community - we all have the same goal.
We KNOW that because you are here, you want to help kids. We do too. As a community of teachers, SLPs, educators, interventionists, parents, etc., we all want to help our students thrive.
In order to do this, there are a few things that we need to remember.
Effective reading instruction doesn’t have to come from a “this or that” place.
There is no question that the Science of Reading has informed instruction and brought more information to the “reading wars.” We have more information on our views about that >>here.<<
Now, we want to be clear that the science is clear about what works and what doesn’t in reading instruction.
But - there is absolutely a place to be thoughtful about how previously used approaches may still provide value. For example, when the Science of Reading came out with information on the value of phonics-based decoding strategies, many of us were quick to throw out the books we’d been providing students to read in favor of fully decodable books that sound nothing like the books our students were used to reading. What if, instead, there was a place for phonics-based instruction, decodable reading, and non-controlled authentic literature to come together?
What if it wasn’t decodable readers versus authentic literature? What if it was both?
The Science of Reading also brought more discussion among educators about whether we teach “sight words” or not and that led to arguments about what we even call these words.
What if, instead of “Do I teach sight words or not?” we asked ourselves how to teach sight words in a way that aligns with the research?
What we’re saying is that instead of “this or that” in our instruction what if we found a way to do “this and that?”
The best way to do “This AND That” in our instruction is to look at all the amazing things that our colleagues are doing.
What if we came together to collaborate and cheer each other on?
What if we recognized that some activities may be a fit for one age and not for another?
What if we recognized that not all students struggle to read for the same reason and therefore different approaches can be necessary?
What if we recognized that by sharing our experiences and collaborating without judgment we could speed up the adoption of these research-based practices?
What if we recognized that the Science of Reading is a collective body of research on best practices that simultaneously continues to grow and develop?!
The future of the Science of Reading requires and depends on a collaborative and non-judgmental approach.
And the second thing the future of the Science of Reading requires is that you -
#2 - Start where you are.
We have to break down the barriers to implementing a Science of Reading approach. We must provide others and OURSELVES permission to start where we are. To put one foot in front of the other.
YOU DO NOT NEED TO KNOW EVERYTHING TO GET STARTED.
These students need you NOW, exactly as you are.
We are all about lifelong learning and continuing to learn and evolve in our instruction. However, we so often see this idea paralyzing well-intentioned educators.
The idea that you need to know everything before jumping in is keeping you stuck. Yes, learning is good - but the best way to learn is through taking action.
Quick story - we decided that as a team, we would hike Mount Massive.
Now, for those of you who aren’t familiar with Mount Massive, at 14,428 feet, it is the 3rd highest peak in the Continental United States.
So before our hike - we did research. We knew how long the trail was (oh my gosh 17 miles), we looked at the elevation gain (oh my gosh over 4,000 feet), and we looked at weather patterns for the time of year we wanted to summit. We made sure we knew about the best tools we should have (from hiking socks and shoes to optimal snacks for calorie replacement). We collaborated as a team (who come from different levels of fitness and hiking backgrounds). We wanted to be ready, so we researched, and we looked to experts.
And guess what - we could have kept researching for years.
Which would have kept us stuck. And all of the research in the world could not have prepared us for what we learned on the hike itself.
Was it easy? Absolutely not. Did we feel 100% ready? No. But the information we got by putting one foot in front of the other provided far more valuable than all the hiking books we could’ve spent years consuming, than all the experts we could have consulted with.
Are we saying you shouldn’t be aware of the basics in the Science of Reading? No, that’s dangerous (in hiking and in teaching).
But we are saying you should learn by taking action. Taking action requires that you take one step at a time. And a bunch of little steps (42,303 steps according to my Apple Watch) got us to the top of that mountain.
Every step you take is action. The more action you take the more impact you make.
Just like we didn’t start at the end of our hike - we don’t start at the “end” of our teaching journey (you know, already knowing all the things!). Until you get started, your journey forward won’t get any shorter. Will you make mistakes along the way? Of course, you will! We have too, (on the hike and in our literacy intervention) and we are going to continue to make mistakes every single day. We promise you - it’ll be worth it. Until you let go of the fear of getting started and allow yourself and others to jump in, you won’t get any closer to your goal.
You know the one where all students can read!
These students need you NOW. They’ve waited for long enough. You know enough.
That said, if the Science of Reading is new to you and you want to start with the basics - click below to take that first step with our free Science of Reading Blueprint. This blueprint will help you understand the 3 key scientific models that drive effective literacy instruction, learn how to integrate the research into practice, and provide simple checklists that will help you weave the science of reading into your instruction.