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The Science of Teaching Reading
The Science of Reading Explained
The Science of Teaching Reading (STR), often referred to as the "science of reading," encompasses a vast body of interdisciplinary research that elucidates how individuals acquire reading skills and the most effective instructional methods to foster literacy. This research highlights the importance of explicit, systematic instruction in areas such as phonological awareness, phonics, fluency, vocabulary, and comprehension strategies. Implementing these evidence-based practices is crucial, as strong literacy skills are foundational for academic success, economic mobility, and informed citizenship. By adhering to the principles derived from the science of reading, educators can more effectively support all students, including those who struggle with reading, enhancing overall educational outcomes and bridging achievement gaps.
SOURCE:
Jiban, C. (2024, February 15). The science of reading explained. NWEA. https://www.nwea.org/blog/2024/the-science-of-reading-explained/
The Science of Teaching Reading (STR)
The Science of Teaching Reading refers to the body of research that examines how children learn to read and how best to teach reading to children. According to the National Reading Panel (2000), the five key components of reading instruction are phonemic awareness, phonics, fluency, vocabulary, and comprehension.
A number of studies have been conducted to support the importance of each of these components. For example, research has shown that phonemic awareness instruction, which involves teaching children to hear, identify, and manipulate the individual sounds in words, is an effective way to improve reading ability (Adams, 1990).
Similarly, teaching children phonics, which involves teaching the relationships between letters and sounds, has been shown to be an effective method for improving reading ability (Ehri, 2005).
Research has also shown that fluency instruction, which involves teaching children to read with speed, accuracy, and appropriate expression, is an effective way to improve reading ability (Torgesen, 2002).
Additionally, research has shown that vocabulary instruction, which involves teaching children new words and word-learning strategies, is an effective way to improve reading ability (Beck, McKeown, & Kucan, 2002).
Lastly, research has shown that comprehension instruction, which involves teaching children strategies for understanding what they read, is an effective way to improve reading ability (National Reading Panel, 2000).
References:Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(3), 167-188.National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development.Torgesen, J. K. (2002). The prevention of reading difficulties: Building on what we know. American Educator, 26(1), 4-13, 36-39.
A number of studies have been conducted to support the importance of each of these components. For example, research has shown that phonemic awareness instruction, which involves teaching children to hear, identify, and manipulate the individual sounds in words, is an effective way to improve reading ability (Adams, 1990).
Similarly, teaching children phonics, which involves teaching the relationships between letters and sounds, has been shown to be an effective method for improving reading ability (Ehri, 2005).
Research has also shown that fluency instruction, which involves teaching children to read with speed, accuracy, and appropriate expression, is an effective way to improve reading ability (Torgesen, 2002).
Additionally, research has shown that vocabulary instruction, which involves teaching children new words and word-learning strategies, is an effective way to improve reading ability (Beck, McKeown, & Kucan, 2002).
Lastly, research has shown that comprehension instruction, which involves teaching children strategies for understanding what they read, is an effective way to improve reading ability (National Reading Panel, 2000).
References:Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(3), 167-188.National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development.Torgesen, J. K. (2002). The prevention of reading difficulties: Building on what we know. American Educator, 26(1), 4-13, 36-39.
Q&A for STR
Q: What is the Science of Teaching Reading?A: The Science of Teaching Reading refers to the body of research that examines how children learn to read and how best to teach reading to children. It encompasses an array of instruction methods and strategies, as well as an understanding of the cognitive and linguistic processes involved in reading development. This field of research aims to improve reading instruction by providing evidence-based guidance to educators, researchers and policymakers.
Q: What are the key components of reading instruction according to the Science of Teaching Reading?A: According to the National Reading Panel (2000), the five key components of reading instruction are phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Q: What is Phonemic Awareness?A: Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in words. It is considered a key component of reading instruction because it is strongly predictive of later reading success.
Q: What is Phonics?A: Phonics is the understanding of the relationships between letters and sounds. This component of reading instruction includes teaching children the sounds of the letters and the rules of how to use the sounds to read and spell words.
Q: What is Fluency?A: Fluency refers to the ability to read a text with speed, accuracy, and appropriate expression. Fluent reading is important because it frees up mental resources that can be used for comprehension.
Q: What is Vocabulary?A: Vocabulary refers to the words and word-learning strategies that children need to understand what they read. It is considered an important component of reading instruction because it enables children to gain meaning from text.
Q: What is Comprehension?A: Comprehension refers to the understanding and interpretation of the text. This component of reading instruction includes teaching children strategies for understanding what they read, such as making predictions, asking questions, and summarizing.
Q: What are some evidence-based methods of teaching reading?A: Evidence-based methods of teaching reading include explicit and systematic instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension, small group instruction, explicit instruction in comprehension strategies and providing appropriate level of text to the student, and providing differentiated instruction to meet the needs of diverse learners.
Q: Why is it important to teach reading using the science of teaching reading?A: Teaching reading using the science of teaching reading is important because it provides evidence-based guidance for instruction. This is crucial for ensuring that students are taught using methods that have been shown to be effective. Using the science of teaching reading can also help to reduce the achievement gap and ensure that all students have the opportunity to become successful readers.
Q: What are the key components of reading instruction according to the Science of Teaching Reading?A: According to the National Reading Panel (2000), the five key components of reading instruction are phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Q: What is Phonemic Awareness?A: Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in words. It is considered a key component of reading instruction because it is strongly predictive of later reading success.
Q: What is Phonics?A: Phonics is the understanding of the relationships between letters and sounds. This component of reading instruction includes teaching children the sounds of the letters and the rules of how to use the sounds to read and spell words.
Q: What is Fluency?A: Fluency refers to the ability to read a text with speed, accuracy, and appropriate expression. Fluent reading is important because it frees up mental resources that can be used for comprehension.
Q: What is Vocabulary?A: Vocabulary refers to the words and word-learning strategies that children need to understand what they read. It is considered an important component of reading instruction because it enables children to gain meaning from text.
Q: What is Comprehension?A: Comprehension refers to the understanding and interpretation of the text. This component of reading instruction includes teaching children strategies for understanding what they read, such as making predictions, asking questions, and summarizing.
Q: What are some evidence-based methods of teaching reading?A: Evidence-based methods of teaching reading include explicit and systematic instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension, small group instruction, explicit instruction in comprehension strategies and providing appropriate level of text to the student, and providing differentiated instruction to meet the needs of diverse learners.
Q: Why is it important to teach reading using the science of teaching reading?A: Teaching reading using the science of teaching reading is important because it provides evidence-based guidance for instruction. This is crucial for ensuring that students are taught using methods that have been shown to be effective. Using the science of teaching reading can also help to reduce the achievement gap and ensure that all students have the opportunity to become successful readers.
Read the STR Poem below
In the land of schools and teachers,Where reading is learned by young learners,There's a science that's proven and true,It's called the Science of Teaching Reading, woo hoo!
Phonemic awareness, phonics, fluency too,Vocab and comprehension, all in one queue,Each key component must be taught with care,To help our students with reading, we must be aware.
Explicit instruction, is what we do best,To help all students, pass the reading test,Differentiated instruction, a must to meet,The diverse needs of our class complete.
The Science of Teaching Reading, is a guide,To help our students, with reading, abide,So let's all embrace it, with open hearts,And give our students, a reading head start.
So come one, come all, let's teach with zest,With the Science of Teaching Reading, we'll be the best,We'll see our students soar, with reading skills so sweet,Thanks to the Science of Teaching Reading, our students can't be beat!
Phonemic awareness, phonics, fluency too,Vocab and comprehension, all in one queue,Each key component must be taught with care,To help our students with reading, we must be aware.
Explicit instruction, is what we do best,To help all students, pass the reading test,Differentiated instruction, a must to meet,The diverse needs of our class complete.
The Science of Teaching Reading, is a guide,To help our students, with reading, abide,So let's all embrace it, with open hearts,And give our students, a reading head start.
So come one, come all, let's teach with zest,With the Science of Teaching Reading, we'll be the best,We'll see our students soar, with reading skills so sweet,Thanks to the Science of Teaching Reading, our students can't be beat!