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The Science of Reading

What is the Science of Reading?

Though oral language has come naturally to humans for hundreds of thousands of years, connecting oral language to a written language is a comparatively new skill that, without instruction, does not come naturally. The science of reading is the collection of 50 years of research in multiple languages about reading and writing. More specifically, it is the extensive, ever-expanding body of scientifically-based research on a broad range of topics related to literacy: how the brain works; how reading and writing proficiency develops; why some struggle to read and write; and effective ways to assess, teach, and intervene.* Included in this work are cognitive science and neuroscience whose modern technology has allowed scientists to map the ways in which regions of the brain work systematically and in concert with each other so that humans can read. With knowledge of this research, educators can be more informed than ever before on how to teach students to read effectively. SCCPSS is committed to ensuring that our literacy instruction and educator training align with the most recent evidence-based practices and the Science of Reading.

* The Reading League. (2024, July 29). Defining guide ebook. https://www.thereadingleague.org/what-is-the-science-of-reading/defining-guide-ebook/

Models of the Science

It is important that care is taken with the phrase “the science of reading” which has become quite popularized. When not used properly, it can be co-opted to label or simplify reading instruction. The Science of Reading underscores the complexity of literacy instruction, confirming that there is a magic bullet for literacy. For example, “if we just teach phonics,” all the struggles related to literacy will instantly disappear. The reality is that literacy instruction, both reading and writing, is complicated.

One model representing that truly complex process toward skilled reading is Scarborough’s Reading Rope.

Reading Rope

Scarborough's Reading Rope: Decoding, Phonological Awareness, Sight Recognition weave into a thread for Word Recognition. Vocabulary, Background Knowledge, Language Structures, Literacy Knowledge, and Verbal Reasoning weave into a thread for Language Comprehension. Language Comprehension and Word Recognition weave into a rope for Skilled Reading. 

 

The Reading Rope is rooted in Gough and Tunmer’s Simple View of Reading model which states that Reading Comprehension is as equally the product of Word Recognition (the ability to rapidly and accurately decode words) as it is Language Comprehension (the ability to understand language once we hear it). If there is weakness in one, the entirety of Reading Comprehension is compromised.

The Simple View of Reading

Word  Recognition x Language Comprehension = Reading Comprehension

The Reading Rope digs further into reading instruction than the Simple View of Reading Model and demonstrates that, even within those domains of Word Recognition and Language Comprehension, there are specific subskills that must be woven together systematically over time so that reading ultimately becomes that much more strategic and automatic. 

Gough, P.B. & Tunmer, W.E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). New York, NY: Guilford Press.

The Essential Elements of Literacy Instruction 

Part of the science is also ensuring that all of the essential elements of literacy instruction are appropriately addressed in the classroom. In 2000, the National Reading Panel identified five foundational areas of reading instruction also known as the Five Pillars of Reading: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.

Five Pillars of Literacy

 

Five Pillars of Literacy: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension

Each of these areas must be taught using a direct, explicit, systematic approach couched in a gradual release of responsibility. Within a gradual release of responsibility framework, the cognitive load progressively shifts from teacher modeling to teacher-led guided practice to opportunities for student practice and ultimately independent student engagement with what they have been learning. This framework allows educators to be more acutely aware of their students’ development, their assimilation of knowledge, and their ability to apply it. As such educators are better equipped to support, intervene, or enrich instruction appropriately and immediately.

  • Phonemic Awareness: The ability to recognize and manipulate the sounds that combine to make spoken words
  • Phonics: Matching sounds of spoken words with individual letters or groups of letters for the purpose of reading or spelling
  • Fluency: The ability to read accurately, at an appropriate speed, and with expression.
  • Vocabulary: The words of a language
  • Comprehension: The ability to understand the meaning of something that is written or spoken

With the addition of Knowledge, Writing, Language Development, and Social and Emotional Learning, the Essential Elements of Literacy shown below builds out a fuller picture of literacy instruction that includes the Five Pillars of Reading originally identified by the National Reading Panel.

essential elements of literacy

Essential Elements of Literacy: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension, Knowlege, and Writing.

 

Behring, R., & Endo, Dr. A. (2024, June 12). What is the science of reading? top 5 questions. HMH. https://www.hmhco.com/blog/what-is-the-science-of-reading