Learning about the findings from the science of reading is an investment in building understanding of how students learn to develop proficient reading and writing abilities. Implementation is using that knowledge everyday to make evidence-aligned instructional and assessment decisions.
Evidence-Aligned Implementation Resources
Explore these resources to support the implementation of evidence-aligned literacy practices, build leadership capacity, and sustain meaningful change across schools and districts.
Resources
EAB Science of Reading Implementation Guide
Leaving the Balanced Literacy habit behind: A theory of change
National Implementation Research Network (NIRN) Publications and Resources
National Center for Systemic Improvement (NCSI) Resources
Why Some Teachers’ Unions Oppose ‘Science of Reading’ Legislation
In working together to clarify a definition, the Science of Reading: Defining Guide was created to provide all stakeholders with a clear understanding of what the science of reading is, what it is not, and much more. The Defining Guide also includes 11 calls to action for all stakeholders. Pertinent to this Curriculum Decision Makers content is the following call to action: “We call on curriculum publishers and professional learning providers to create and promote products that are aligned with the science of reading and to eliminate non-aligned products from their offerings.” Unfortunately, some publishers continue to offer materials and professional development that claim to be aligned with the science of reading but are not.
Many states have mandated the use of high-quality instructional materials to be chosen from lists based on alignment to standards, useability, and often one other feature—outdated practices. Alignment with the science of reading was frequently not included in the development of these lists. While some have identified aligned practices within curricula, none identified non-aligned practices. As a result, many states adopt curricula featuring instructional practices that can inadvertently prevent students from developing proficient reading and writing skills.