The teaching of reading is ever-evolving. Methods, practices, approaches and programs have variously enjoyed popularity but have lost favor, replaced by new ways that seem to work better. According to Real Life in the Classroom, the Science of Reading (SoR) is “a body of research exploring how we learn to read.” Learning to read is not an innate attribute, therefore the process requires intentional strategies for success. The SoR provides accurate data from thousands of studies conducted worldwide that reveal how we learn to read and what kind of instruction is most effective.
Educators focused on improving literacy instruction, improving fluency and comprehension among their students, gain the advanced knowledge they need with Avila University’s online Master of Arts in Education (MAEd) in Reading program. This program is for working educators who want to further their professional development and become literacy leaders.
Key Components of the Science of Reading
Real Life in the Classroom breaks down the critical aspects of reading instruction into the following steps: phonological awareness, phonics, fluency, comprehension and oral language skills. Phonological awareness is the first step to understanding the sound structure of a language. It’s the ability to break a word into its discrete sounds. This is an aural skill and not a visual skill. Phonics is the understanding of how letters or letter groups represent sounds. It’s the visual recognition of sounds to decode words.
Fluency is the ability to read aloud accurately, making the reading sound natural. Vocabulary is knowing the meaning of words and using them correctly. Comprehension is the ability to understand the content of the text, which is vital to the development of critical skills like problem-solving and critical thinking.
Oral language skills are the speaking and listening abilities necessary for reading development. Explicit and systematic instruction involves teaching these skills clearly, directly and orderly.
Building on the Principles of the Science of Reading
Structured literacy is an approach to reading instruction that builds upon the principles of the SoR. Using the research, this evidence-based methodology includes explicit phonics instruction, building skills from simple to complex, emphasizing phonological awareness, developing a rich vocabulary, teaching reading comprehension, encouraging fluency, connecting reading with writing and spelling skills, and continuously assessing and evaluating student progress.
Learning A-Z defines the terminology used in the practice of teaching reading. Explicit instruction means teacher-led, direct instruction where individual skills are taught one at a time. Systematic instruction follows a distinct plan that builds from simple to more complex. Sequential means to teach skills in a specific order, where one thing follows another. Cumulative instruction means building on previously acquired concepts. Multisensory instruction involves listening, speaking, reading and writing using tactile or kinesthetic activities.
Literacy Equity in the Science of Reading
While reading proficiency is a problem across the U.S. and only 35% of fourth graders read at a proficient level, there is a disparity between students from different socio-economic backgrounds. Literacy equity aims to ensure “that all students, regardless of their background, have access to the resources and support they need to become proficient readers.”
Improving literacy involves using evidence-based instruction that addresses the needs of all students across the spectrum of learning, including students who are economically disadvantaged, bilingual, multilingual and those with learning disabilities.
Based on the success of the state of Mississippi’s structured, phonics-based teaching methods, legislation has been passed in 38 states and the District of Columbia mandating evidence-based reading instruction. Grounding reading instruction in the Science of Reading aims to replace previous methods of teaching reading.
In California, Science of Reading reforms resulted in “improved student test scores by the equivalent of a quarter of a year of learning.” Providing $50 million in state funding for literacy initiatives focused on SoR pedagogy, the state targeted K-3 instruction in schools with the lowest 3rd-grade reading scores. The resulting improvement in reading scores showed the promise of evidence-based reading reforms.
Achieving Literacy Success for All Students
McGraw Hill’s Achieve 3000 breaks down the steps to literacy success. The first step in improving literacy outcomes is to articulate your vision. When educators verbalize their own vision and commitment to the desired academic outcomes, it makes their vision more tangible.
The second step is to define your goal as an educator. Breaking down your vision into specific goals for the students you teach helps you map out your plans and attach metrics to each goal.
Aligning your instructional practices with the research from The Science of Reading means using data to determine which practices will help you achieve your goals with your specific students. Reading comprehension involves two connected processes: word recognition and language comprehension. Mastering these two areas results in skilled reading.
Learning Effective Teaching Methodologies
Educators who want to develop advanced knowledge of the various theories, approaches and methods used in literacy instruction to improve fluency and comprehension among students can gain that knowledge through the online MAEd in Reading program from Avila University. The Methods of Teaching Language & Literacy course and the Advanced Teaching of Secondary Literacy course prepare students to be literacy leaders in their schools and districts.
Learn more about Avila University’s online MAEd in Reading program.
