Lately, I feel like the Science of Reading has been all over the news. As a kindergarten teacher and reading interventionist who has spent the last few years learning everything I can about the Science of Reading, this is pretty exciting. Friends and family have been asking me questions about the headlines surrounding the science of reading, so I thought I would share my take on this important development in literacy instruction, as well as offer few suggestions on how to support your child in reading.
What is the Science of Reading?
The Science of Reading (SoR) is not an ideology, program of instruction, or a new, temporary teaching fad. Instead, the Science of Reading is based on thousands of research studies conducted in many countries in many different languages. It is the result of a global effort to support students in learning how to read.
Science of Reading literacy instruction focuses on decoding skills (sounding out a word), fluency (reading smoothly), strong comprehension skills (understanding what is being read), and developing a rich vocabulary.
Another key feature of the Science of Reading is explicit systematic instruction. That means that students don’t just figure out how to read on their own. They need someone to teach them specific letter sounds, patterns, and rules. And they need to learn these things in an intentional order.
How has reading instruction changed?
For decades, there was a different approach to reading instruction that centered around using context clues to read words. Students were taught to look for word parts, sound out the word, check the picture for clues, and read the sentence as a whole to figure out what the word could be. Like being a reading detective.
Emphasis was not placed on actually reading the word. Students were guessing what the word could be, rather than using knowledge of word parts, vowel sounds, and patterns to decode and read the word.
And this is where the problem is. Beginning readers were smart and strategic, but they weren’t actually reading! Yikes.
So now, with Science of Reading, reading instruction is based on the foundation of reading words accurately. No guessing involved.
Why is the Science of Reading important?
Children who begin their educational journey with low word reading skills struggle to catch up (Torgesen, 1998). That means, reading instruction in the primary grades (kindergarten, first grade, and second grade) is essential to strong lifelong literacy skills.
With Science of Reading based instruction, beginning readers will develop the confidence and strategies to read any word they may encounter. In third grade, they can pick up a beginning chapter book get lost in the story because they don’t get stuck or skip over words. In high school, they may encounter a tricky word in a textbook and they will have the skills to break the word down piece by piece to read it. And that’s powerful.
Why haven’t teachers known this all along?
I’ve read a handful of articles from top news sources lately about the Science of Reading and many place blame on classroom teachers for not using Science of Reading instruction in past years. This is something I want to clarify and correct.
All teachers bring their own knowledge, strategies, and favorite teaching methods to their classroom. No two teachers are the same. But it is important to note that teachers have no say in the curriculum they teach to students. Teachers are required to teach the curriculum that is provided by the school, the district, or the state. And often this means ignoring their own instincts and opinions about the best instruction for kids.
Classroom teachers are frustrated that this shift is happening now, not twenty years ago. We desperately want our students to be confident readers. We’ve been waiting for the resources and research to make this happen. And, it’s important to note, many teachers were discouraged from using Science of Reading supported strategies they believed were best practice before this research surfaced.
I’ve been so impressed with how classroom teachers around the country have thrown away years of work and started from scratch with research-based reading instruction. They’ve paid for trainings out of their own pocket. They’ve spent long hours outside of work and taken away time from their families to get certified in the Science of Reading. For no extra compensation. They’ve had to find (or create) their own reading curriculums that support the Science of Reading while school districts catch up. And all of this started during a pandemic, too.
My hope is that we can all appreciate our hard-working teachers who have made huge changes to their reading instruction, often with limited training and resources.
Is there a downside to the Science of Reading?
The Science of Reading approach gives our kids a concrete understanding of the building blocks of reading and terrific strategies.
But, I personally fear the emphasis in teaching will be more on the science of reading and less on developing a love of reading. And we need both. Beginning readers need to be confident readers to love reading. But, they also need to love reading to develop their identity as a reader.
Science of Reading-based curriculums are typically rooted in repetition, sound drills, and reading books that can be decoded. All of which is very important. But we need to also make time for goofy picture books, world-expanding non-fiction, and reading favorite storybooks again and again.
Does this mean all students will now learn how to read?
There are so many factors that may impact a student’s experience learning how to read. The Science of Reading research has vastly improved classroom reading instruction, but that does not mean all students will easily learn how to read. Reading is not easy! And kids develop reading skills at their own pace. There are also individual needs and circumstances to consider including class size, teacher-to-student ratios, reading intervention in schools, English as a second language, and dyslexia.
If your child is frustrated with reading, don’t panic. Reach out to your child’s teacher to chat about how you can help at home.
How can I support my beginning reader?
You are your child’s first and most important teacher. There is so much you, as a parent, can do at home to support your beginning reader. Most importantly, try to read with your child daily.
I recommend reading decodable books that your child can sound out (like Bob Books) AND fun storybooks and non-fiction books together. While reading, chat about the book. Ask questions, make predictions, identify the characters and setting. Try to make reading fun.
You can also practice letter sounds and reading and writing sight words (common words like “the”, “and”, “said”). You can make sight word practice fun with chalk, markers, flashcards, or creating actions for the letters or words.
Keep in mind that learning how to read is not easy. Your child is working on reading skills all day at school and may come home exhausted. Play and outside time are just as important as homework and reading practice.
Some days, there may not be time to read. Or, your child is too tired from school. And that’s ok! Try to find a healthy balance that works for your child and your family.
Should my child be reading only decodable books?
Absolutely not! Kids need to read for fun just as much as they need to practice their skills with decodable books. Developing a love of reading and an identity as a reader is critical for primary students. And that often means reading a nonfiction book about dolphins that is not at their reading level, but they find interesting.
Just keep in mind that guessing is not reading. Decodable books take away the need to guess what a word says. If a child knows the sound pattern, they can read the word. Storybooks and nonfiction books will have words your child does not recognize, so reading these books together is a great option.
Is it worth buying decodable books if my child won’t read them for very long?
In my opinion, yes, it is worth buying a set or two of decodable books for your child. I would recommend buying a few different levels of books when your child is as young as three. That way, you will get years of use out of the books as your child learns to put together sounds and begin reading.
If the book becomes too familiar, you may notice your child has memorized the text and isn’t actually reading the words. That’s ok. Just remember that some books may have word and sound patterns your child isn’t yet comfortable with while reading. You may need to use the books in different ways to continue this practice and ensure they are actually reading.
What do I do with the decodable books when we don’t need them anymore?
Please, please, please donate the books to your child’s teacher! Primary teachers are desperate for decodable books right now and will greatly appreciate any additions for the classroom library. Last year a family gifted me a set of Bob Books from Costco for the classroom and it was incredible helpful.
Won’t I get enough book from my child’s school?
You might! But the Science of Reading is a new approach to reading at many schools. Your child’s school has most likely supplied each classroom with a set of decodable readers. But usually, this is a small set of books and not enough for an entire class.
Many teachers won’t send these books home because there are not enough and there is a risk of books not being returned. I always send book bags home with students, but I lose so many books each year that I have to replace with my own money.
Your child’s teacher will use these decodable books in class. They may even send home paper books or worksheets for practice. But it’s smart to pick up some decodable books to have at home as well.
What about printable decodable books and worksheets?
There are so many great options for printable decodable books and passages. These printable versions are great because your child won’t get tired of reading the same books over and over, they will have the chance to practice new skills, and you can write on them. There are also some great digital book resources.
But, in my experience, kids see more value in reading actual books. Printable and digital books are valuable resources for practice, but aren’t as engaging and exciting for beginning readers.
What are your thoughts on the Science of Reading?
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