Understanding the Science of Reading

The Science of Reading is built on decades of research about how the brain learns to read. It explains the importance of phonological awareness, phonics, fluency, vocabulary, comprehension, oral language, and evidence-based literacy practices.

Structured Literacy is how educators put that research into action through explicit, systematic, cumulative, and multisensory instruction designed to support all learners—especially struggling readers and students with dyslexia.

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While the Science of Reading explains what research says works, Structured Literacy focuses on how to effectively teach reading in classrooms and intervention settings.

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At the National Literacy Institute, we believe schools need both:
✔ A strong understanding of the research
✔ Practical instructional strategies that support implementation

That is why our training focuses not only on literacy research, but also on helping educators apply evidence-based practices in meaningful, sustainable ways that improve student outcomes.

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The science of reading is a longstanding body of research rooted in cognitive psychology, linguistics, and neuroscience. It identifies decoding, or the ability to translate written symbols into spoken words, as a foundational skill. It also emphasizes the importance of following an explicit, systematic, and evidence-based instructional approach to reading instruction, known as Structured Literacy. 

4 core frameworks help translate science of reading research into classroom practice:

1. The Five Pillars of Reading Instruction state that students must have a foundation in phonemic awareness, phonics, fluency, vocabulary, and comprehension to become proficient readers.

2. The Simple View of Reading defines reading comprehension as the product of word recognition and language comprehension

The Simple View of Reading   

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​1. Scarborough's Reading Rope is a visual model that illustrates how students acquire eight discrete skills to become fluent, skilled readers. If they experience weaknesses in one or more of them, they might have difficulty developing the decoding skills, vocabulary, and background to fully grasp what they’re reading.

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2. Structured Literacy is a teaching approach trademarked by the International Dyslexia Association® (IDA) that says teachers must teach all of the components that evidence has found to ensure reading success and must employ principles that align with the necessity of each component.

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These frameworks all acknowledge that learning to read is not a natural process for most students and must be taught intentionally to ensure all students, including those with dyslexia, can learn to read proficiently. Following these models, teachers can help students grasp simple concepts before they move on to more complex skills. 

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Why Science of Reading Professional Development Opportunities Matter

Many educators, especially those trained with the outdated balanced literacy model, lack the foundational knowledge needed to implement instruction aligned with the science of reading. In an EdWeek Research Center survey of post-secondary reading instructors published in 2020, 68% of respondents felt balanced literacy, an approach that combines explicit instruction, guided practice, and independent reading and writing, best described their philosophy of teaching early reading. 

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While pre-licensure programs are changing this approach to transition to evidence-based practices aligned with the science of reading, teachers in the field need high-quality professional development now to address reading gaps. Here are some of the benefits of literacy-focused professional development:

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• Improved teacher confidence and competence. Teachers gain a deeper knowledge of how students learn to read and how to assess and respond to their needs. As a result, they can adapt and improve their instruction as needed.

• Enhanced student reading outcomes. When teachers apply evidence-based strategies with fidelity, students, especially those with reading difficulties, show measurable gains in reading fluency, comprehension, and overall achievement.

• Instruction that adapts to diverse student needs. Training that helps teachers diagnose student reading gaps empowers them to differentiate instruction and address a range of student literacy levels—from struggling readers to those ready for advanced content.

• Collaborative and sustainable implementation. Professional development that includes coaching, peer collaboration, and administrative support can lead to long-term instructional improvement.

• Higher teacher retention and job satisfaction. Teachers who feel confident in their ability to impact student learning are more likely to stay in the profession and contribute to a culture of literacy.

• Adherence to educational standards and policies. Currently, legislators in 37 states and Washington, D.C., have mandated teachers use evidence-based reading practices in their classrooms. High-quality teacher professional development focused on the science of reading ensures instruction aligns with current state laws and district mandates.

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Despite claims to the contrary, evidence-based reading instruction can’t be mastered in a few professional development workshops. District administrators must invest in long-term science of reading professional training to ensure systemic change.