Setting the Record Straight: Debunking Misconceptions Surrounding the Science of Reading

Fact

The Science of Reading is not a single program or method but a comprehensive body of research. Multiple disciplines have researched the Science of Reading for over 50 years. Some of these fields include cognitive psychology, linguistics, and neuroscience. The Science of Reading aims to explain, through evidence, how reading skills are developed. This research provides guiding principles for effective instruction, which can be applied through various programs and curricula. The Science of Reading ensures literacy instruction aligns with evidence-based practices rather than relying on any one curriculum or teaching method.

Fact

Despite decades of effort by smart people and well-funded initiatives, about two-thirds of U.S. 4th graders still struggle with reading, and the problem is even worse for low-income students. Many people link this to the gap between research and practice, which can be bridged with training and better curricula. This is considered one of the most solvable problems in our society. By bridging the gap between research and practice and implementing better methods, many believe we can make huge gains. That is what the Science of Reading movement is all about: promoting evidence-based instructional methods and ensuring teachers know how to use them.

Fact

Multiple models describe reading, such as Scarborough’s Reading Rope (SRR), which emphasizes decoding and language comprehension. This variety doesn't imply uncertainty but highlights the evolving nature of science. Some aspects of reading are well-understood, while others continue to develop.

Fact

Curricula, whether aligned with the Science of Reading or not, provide a framework for effective instruction. Teachers' expertise complements the curriculum, ensuring quality education. Both curriculum and ongoing professional development are vital for high-quality instruction and should align. New curriculum adoptions and professional development need feasible implementation time for lasting changes.

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Fact

English learners learn to read similarly to their monolingual peers and benefit from the same effective reading instruction used for all students. Additional support in oral language helps build their vocabulary and speed up their English learning.

Instead of seeing dual language learners as a separate group, we should prioritize supporting their home language alongside English, fostering their bilingual abilities.

Fact

Phonemic awareness, phonics and orthographic mapping are essential elements of the Science of Reading. However, comprehensive reading instruction also requires evidence-based approaches to vocabulary, fluency, and comprehension. Extensive research informs what we should do in these areas too, and just like all science, it continues to evolve.

An evidence-aligned ELA block incorporates evidence aligned approaches across all aspects of Scarborough's Reading Rope, which models skilled reading as an integration of language comprehension and word recognition. By utilizing scientifically supported techniques for each of the five pillars of reading—phonemic awareness, phonics, vocabulary, fluency, and comprehension—educators can move the needle with literacy education rooted in the Science of Reading.