What is the science of reading and structured literacy?
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 thousands 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. (Source: The Science of Reading: A Defining Movement.)
Reading is not natural like speaking, but some kids pick up reading very easily—about 5%.
Another 35% of students do okay with “broad instruction.”
The majority of students need explicit, structured, diagnostic, and prescriptive instruction.
Kids with dyslexia need much more repeated, explicit instruction about how letters represent sounds in written words.
This explains why so many children do not learn to read through exposure to books and language.
How the Brain Learns to Read
Functional MRIs of the brain prove that “picking up the mechanics” of reading isn’t easy or natural. Humans are born with brain circuitry to learn to speak, but no one is born with reading circuitry. Reading must be taught (Wolf, 2018).
In regard to reading in Spanish or English, MRI data confirms that the same parts of the brain “light up” when reading in English and in Spanish. In other words, the Science of Reading is important to all reading instruction, no matter the language.
The human brain does not approach text by scanning or skipping the print. Through research, we now know that poor readers attempt to utilize context or visual cues to guess the pronunciation of a word. Proficient readers are efficient at mapping words into their memory because their brains are taught to explicitly connect the pronunciation and meaning of words with their spelling.
The Four-Part Processor refers to different areas within the left hemisphere of the brain that work together to decode and understand words in text. The phonological and orthographic processors work together to decode words. Once the word is decoded, the process then moves to the meaning processor where vocabulary knowledge is helpful. Finally, the context processor must work with the meaning processor to determine the appropriate meaning of the word(s). Download the Science of Reading Guide for Texas Board Members to learn more.
Applying the Science in the Classroom
The science of reading emphasizes explicit instruction, where teachers directly teach students using clear and straightforward language. Balanced Literacy assumes that children will learn to read naturally by immersing themselves in literature. In recent decades, significant research has shed light on a longstanding debate between which approach is more effective.
Structured Literacy is the application of the science of reading within the classroom. Structured Literacy provides a systematic and explicit approach that focuses on teaching the underlying structure of language, including phonology (sounds), orthography (spelling patterns), morphology (word structure), syntax (grammar), and semantics (meaning). Background knowledge is also taught explicitly and systematically so children can comprehend written passages about diverse topics.
Components of Reading Instruction
All children benefit from structured literacy, which is explicit, systematic reading instruction aligned with the five essential components of effective reading instruction.
Click each component to learn more.
