How do I get started with the Science of Reading?

Using puppets is a great way to teach phonological awareness, phonemic awareness, and letter sounds! Here Sarah demonstrates how vowel sounds differ from consonant sounds using her puppet, Mike!

As a literacy leader, one of the most common questions I hear from teachers and administrators is, “Where do I start?” Making the switch to the Science of Reading can feel overwhelming, especially for those who have been trained primarily in a balanced literacy approach. Balanced literacy is a teaching philosophy that aims to balance skill-based and meaning-based instruction (Frey et al., 2005). In a balanced literacy classroom, the focus is on two key areas: reading comprehension instruction and leveled reading. While this approach helps students practice skills in various texts, it often overlooks building foundational knowledge. This type of skill-based instruction is not transferable, and it doesn’t effectively enhance students' comprehension of the text (Wexler, 2019).

Additionally, when the primary focus is on comprehension, students often miss out on developing accurate and automatic word reading skills. Without automatic word recognition, students struggle to comprehend what they read (Moats, 2020). Unfortunately, this gap in explicit, evidence-based instruction leaves many children, especially those who are already struggling, at a disadvantage (Feinberg, 2007; Wexler, 2019). What's even more challenging is that many of the materials teachers have been given in balanced literacy classrooms do not align with the Science of Reading. Teachers today find themselves in a tough spot: they've been told that their teaching methods may not be effective, but they are getting very little guidance on how to make the transition. So, what can they do?

For Teachers:

First, take a deep breath. One of the biggest challenges for teachers is accepting that their previous methods may not have been as effective as they thought. It’s important to remember that you did the best you could for the students who were in front of you at the time. Now that you know better, you can do better. So, how do we improve? There are many resources online, but some can be overwhelming or unreliable. I recommend focusing on learning the science of reading. A couple of books I highly recommend are The Knowledge Gap by Natalie Wexler and The Writing Revolution, also by Wexler. I also highly recommend following the Shanahan on Literacy.  Additionally, consider signing up for the SUNY NP Microcredential, which offers 35 hours of self-paced learning for just $50.

I Don’t Want to Wait – What Can I Do Tomorrow?

Teachers are often great at identifying students who are struggling, but they may not always know why those students are struggling. A simple action you can take tomorrow is to administer a phonics survey, like the Quick Phonics Survey, which is free and available online. This assessment will help you identify specific areas of difficulty and group students accordingly. Instead of focusing on generic small group guided reading instruction, use targeted skill-based instruction. Resources like UFLI (University of Florida Literacy Institute) offer free phonics slides and decodable passages that can help guide your instruction.

For School Administrators:

School leaders play a crucial role in supporting teacher development and fostering a culture of learning. Fullan (2001) defines leadership as “the guidance and direction of instructional improvement” (p. 126). Effective schools are built on collaboration and shared work. To support this, administrators should ensure that teachers have dedicated time for common planning and collaboration at each grade level. It’s also important to provide uninterrupted blocks of time for teaching, which maximizes the impact of instruction on student learning.

Small changes, like repurposing space for collaboration during faculty meetings or encouraging both horizontal (across grades) and vertical (within grades) collaboration, can provide teachers with valuable intellectual stimulation. Administrators should actively create opportunities for teachers to work together, analyze student progress, share successful teaching strategies, and develop common assessments. This collaborative environment fosters collective knowledge, helping teachers learn from each other’s successes. Research consistently shows that when teachers collaborate purposefully over time, it positively impacts both student learning and teacher development.

Supporting professional learning communities (PLCs) or book studies is another great way to encourage collaboration. Most importantly, school leaders should listen and learn alongside their teachers. This is an “all hands-on deck” approach—leaders must show their commitment to this process and support their teachers throughout the journey.

In conclusion, whether you're a teacher or an administrator, embracing the Science of Reading is a transformative process. By educating yourself, utilizing available resources, and fostering collaboration, we can collectively ensure better outcomes for our students.

Feinberg, B. (2007). The lucy calkins projectt: parsing a self-proclaimed literacy guru. Education Next7(3), 321-347.

Frey, B.B., Lee, S.W., Tollefson, N., Pass, L. & Massengill, D. (2005) Balance literacy in an urban school

district. Journal of Educational Research, 98(5). 

Fullan, M. (2001). Leading in a culture of change. Jossey-Bass. 

Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass. 

Leithwood, K. (2006). The 2005 willower family lecture: Leadership according to the evidence.

Journal of School Administration Research and Development, 5, 177-202.

Moats, L.C. (2020). Speech to print: Language essentials for teachers.  Paul

Brookes Publishing

Wexler, N. (2019). The knowledge gap: The hidden cause of america’s broken education system and how to fix it. New York: Avery.