The foundation of literacy begins at a young age. Early childhood instruction of phonological awareness and vocabulary can prevent many reading difficulties in children.
The Science of Reading is a field of research that examines how individuals acquire and develop reading skills and comprehension. It draws upon a wide range of scientific disciplines, including cognitive psychology, linguistics, neuroscience, and education, to understand the underlying processes involved in reading.
It provides valuable insights into effective reading instruction and highlights the importance of specific instructional components. It emphasizes the need for explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, fluency, and comprehension strategies. These components are considered foundational to building strong reading skills and are essential for students to become proficient readers.
Evidence-based instructional practices derived from the Science of Reading include explicit phonics instruction, structured literacy approaches, direct instruction of vocabulary and comprehension strategies, and providing ample opportunities for reading practice. These practices are supported by rigorous research studies
that have demonstrated their effectiveness in improving reading outcomes for students of all backgrounds and abilities.
Recent advances in technology and a greater understanding of neurobiology have allowed researchers and practitioners who work with typical and struggling readers to understand how reading develops in the brain and the skills that contribute to proficient reading. By grounding reading instruction in the Science of Reading, educators can make informed decisions about instructional methods and materials that are most likely to support students’ reading development and help them become proficient readers.