As EPPs adopt the science of reading as the foundation of their coursework, it’s vital that all involved have the same understanding of what the phrase “science of reading” means. The Reading League collaborated with numerous experts to develop the Science of Reading: A Defining Guide (2022). This guide provides a clear definition of what the term means and includes additional material to support that understanding. Teacher educators can use the Defining Guide to build their own knowledge or include it in their coursework (copies can be purchased or downloaded as free PDFs via the link in this paragraph).
The Defining Guide defines the science of reading as follows:
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.
This scientifically based research has historically been absent from many educator preparation programs. Typically, the research featured in EPPs includes qualitative and observational studies, as well as other methodologies that are useful when the research questions do not seek to address causal claims. Scientifically-based reading research addresses questions about causal relationships between instruction and student outcomes, providing pre-service teachers with knowledge of how our brains read, how brain circuitry changes as we develop skilled reading, the instructional practices that best support these cognitive processes, and more.
On page 11 of the Defining Guide, a table articulates the components of scientifically- based research:
The majority of educator preparation programs have been preparing pre-service teachers using a Balanced Literacy framework. This framework emphasizes student choice and implicit learning to foster an early love of reading and writing, believing that this will lead to successful literacy outcomes. Unfortunately, these underlying tenets of Balanced Literacy are not substantiated by scientifically based reading research. In contrast, scientific evidence shows that explicit and systematic instruction in language components, such as phoneme awareness, phonics, semantics, and syntax, results in better reading outcomes because it provides students with an understanding of the relationships between oral and written language. Structured Literacy is the term used for an instructional approach that integrates these components of instruction based on the science of reading.
Resources
Structured Literacy Practices and Typical Literacy Practices
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.
To assist curriculum decision makers, The Reading League developed its Curriculum Evaluation Tool, later renamed Curriculum Evaluation Guidelines (CEGs) in 2022. The most recent update of the CEGs (February 2023) places red flag practices front and center in the review process to help decision makers steer clear of curricula featuring them.