Unlike speech, reading is not hard-wired in the brain, and it must be taught. Although it’s too often reduced simply to phonics, the Science of Reading is so much more than that. We agree with the commonly accepted definition by The Reading League
The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing.
This research has been conducted over the last five decades across the world, and it is derived from
housands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have
difficulty; and how we can most effectively assess and teach and, therefore, improve
student outcomes through prevention of and intervention for reading difficulties.
“Reading affects all other academic achievement and is associated with social,
emotional, economic, and physical health. It has been the most researched aspect of
human cognition.”
Dr. Louisa C. Moats
The Science of Reading is derived from researchers from multiple fields:
The Science of Reading is derived from researchers from multiple fields:
Cognitive Psychology
Communication Sciences
Developmental Psychology
Education
Implementation Science
Linguistics
Neuroscience
School Psychology
What the Science of Reading is NOT:
What the Science of Reading is NOT:
An ideology or philosophy
A fad, trend, new idea, or pendulum swing
A political agenda
A one-size-fits-all approach
A program of instruction
A single, specific component of instruction, such as phonics
One of America’s most highly regarded experts on literacy, Louisa Moats puts forth a reasoned, thoughtful article about the science of reading in this special edition of the American Federation of Teachers publication in 2020. Several links also explore the topic.
All teacher preparation programs should show teachers-in-training how to skillfully use the curricula they are given. This is a prerequisite to ensuring that most children meet state academic standards. Think about it: If every teacher uses a school provided curriculum that is aligned with their state standards, the chances of meeting those standards is better than if teachers are reinventing the wheel by developing their own lessons.
As many of you know, the Santa Barbara Unified School District has adopted two Science of Reading-based curricula: Wit & Wisdom and Foundations. These curricula cover grades K-6 and are designed to address the five core components of reading instruction: phonemic awareness, phonics, vocabulary, comprehension, and fluency.
The average low-income California fourth grader is a full year behind their counterpart in Mississippi. States like Mississippi have gone from significantly below average in reading proficiency and among the worst in the nation to significantly above the national average after passing comprehensive early literacy policies that align with reading research.
A critical part of making large scale changes to reading instructions is introducing teachers to research and new methods thorough professional learning, LETRS instructs teachers in what literacy skills need to be taught, why, and how to plan to teach them
Award-winning investigative reporter Emily Hanford has produced a landmark series of broadcasts for American Public Media that reveals how balanced literacy got it so wrong—and why reading instruction grounded in science is so essential. Her influential work led to sweeping action in legislation to reform reading instruction across the country.
La galardonada reportera de investigación Emily Hanford ha producido una serie histórica de transmisiones para American Public Media que revela cómo la alfabetización equilibrada se equivocó tanto y por qué la enseñanza de la lectura basada en la ciencia es tan esencial. Su influyente trabajo dio lugar a amplias medidas legislativas para reformar la enseñanza de la lectura en todo el país.
In the summer of 2024, the Santa Barbara County Office of Education took a step forward in local literacy leadership with an explanation about the Science of Reading to its board of trustees. Although the County Office is not involved in curriculum selection, its comprehensive presentation was a welcome addition to the discussion and provides districts throughout Santa Barbara County with clear research-based resources they can use to inform instruction and training.
This is the eye-opening conclusion of the report by the National Council on Teacher Quality that studied some 693 teacher training programs across the nation. Its conclusion is far too many of the college preparation programs leave would-be teachers unprepared to teach the Science of Reading
The author of the well-reviewed Reading at the Speed of Sight offers in-depth thought about various aspects of reading instruction, along with links to various additional presentations.
Despite ample resources and a reputation as one of California’s top districts, we were dramatically failing high-need students in education’s most fundamental subject: reading. For me, as a school board member, that was a tough pill to swallow.
For many years, advocates in Santa Barbara have urged administrators of Santa Barbara Unified to eliminate its balanced literacy instructional approach. The district established an “Early Literacy Task Force,” and invited educators and members of the community to discuss literacy in a series of meetings held over two years. Eventually the district announced it would adopt a new curriculum based on the Science of Reading. Over this time, many articles have appeared in the local press, including this informative report by Callie Fausey, the education reporter for the Independent. The California News Publishers Association recognized this in-depth article with the First Place Award in the category of Youth and Education.
