All of us are going to spend the rest of our professional lives learning about how to better align our teaching with the practices that research shows are most effective.
Let me offer you a starting point. A snowflake on the tip of the iceberg.
I consider the Reading Wars to have ended with the National Reading Panel Meta Analysis of 2000, when the nation’s leading literacy experts compiled all the research and determined that effective reading programs in grades K-6 contain these five components:
This should have immediately shifted instructional practice.
The problem is, not everyone was paying attention. (Don’t worry Lucy, you weren’t the only one.) Many people kept right on doing what they had always done.
It is a 449 page document. Let me give you some highlights in meme form.
Phonemic Awareness
Instruction in phonemic awareness is very important in kindergarten and first grade, and allows students to learn to identify and manipulate the sounds that make up our language.
As students learn to segment and blend sounds, less to no PA instruction is needed in grades 2 and up.
Phonics
Phonics is being used interchangeably with “Science of Reading” right now, but it’s just one piece. However, it’s an effective piece. Systematic instruction in phonics in grades K-2 is necessary for some kids to learn to read, and the research is clear that it is more effective than whole language.
Fluency
Students in all grades need to hear how complex language sounds out loud. Drop popcorn reading for more effective practices like repeated readings, echo reading, and choral reading. Also, find ways to increase the amount of time students spend reading, period.
Vocabulary
Vocabulary words should be learned directly through explicit instruction using a variety of engagement methods, and indirectly through wide reading.
The point of vocabulary instruction should be to increase comprehension of the text.
Comprehension
And the point of all reading instruction is comprehension.
Teachers should be modeling their thinking, getting students to ask and answer questions, and offering engaging lessons that get students actively involved in their reading.
The Science of Reading continues to evolve as more research is done. It was impacted by Scarborough’s Reading Rope in 2001, Seidenberg’s Language At the Speed of Sight in 2010, and Emily Hanford’s podcast “Sold A Story” in 2018.
The good news is that research is showing us exactly what we can do to be more effective teachers. It’s simply a matter of understanding the research and implementing it into our classrooms.
Easier said than done, right?
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2 responses to “The Science of Reading Explained in Memes”
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I loved this article! Reading programs have really improved since I was in school. I love the techniques mentioned above. Fluency is one that has not been focused on enough and I’m grateful we are putting it in the forefront. The best way to improve reading is to spend time reading!
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Thank you for your feedback! I agree, it’s wild that we forget that the point of our reading class is to get students reading. Teachers have a lot on their plates but we have to prioritize the things that are going to be most effective.
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