The Science of Reading: Teaching the essentials of reading is not a “one size fits all” endeavor.

The science of reading tells us a lot about the cognitive processes by which children learn to read. After all, it is based on a collection of evidence-based scientific research that spans decades of academic study in education, developmental psychology, cognitive psychology, linguistics, neuroscience, and speech-language development. The research on how children learn to read has led to legislation and policies being adopted in many states across the country with the goal of improving literacy outcomes for young learners. School districts in those states are carrying out the mandates of these initiatives by incorporating the key pillars of the science of reading—phenological awareness, phonics, fluency, vocabulary, and comprehension—into prescribed curricula that teachers are required to use in their classrooms, with little room for deviation. The goal of these curricular mandates is to ensure that teachers are using instructional practices that match the scientific evidence on how children learn to read. But literacy experts caution that in some cases, the mandated curriculum may not always meet the unique learning needs of individual students.

Helping a child learn to read is not a “one size fits all” endeavor, but that is how some reading programs are being structured. It involves more of a balanced “Goldilocks” approach. Children enter kindergarten and first grade with various levels of reading abilities. If a child is given instruction in the classroom to develop a reading skill they have learned at home, they may become bored and lose interest in learning new reading concepts. Conversely, a child with less developed reading skills may have difficulties mastering the reading fundamentals being taught in class which could lead to feelings of frustration. This situation could result in the child developing a dislike of reading and lead to avoidant behaviors that would make them less likely to engage in reading activities. In each of the cases described here, the teacher needs the flexibility when necessary to depart from the established curriculum so they can get it “just right” in meeting children where they are in their literacy skills. Seth Parsons, professor of the Literacy and Elementary Education programs within the School of Education at George Mason University recently shared his thoughts on the science of reading and instructional strategies that teachers can utilize to help young learners not only become proficient in reading, but to develop a love of reading.

Instilling the motivation to read in young learners will help them develop essential literacy skills.

One way in which young children can develop a love of reading is to make them more motivated to read. There is a significant body of research showing a positive relationship between proficiency in reading and being motivated to read. As children become better readers, they become more motivated to read, and as children become more motivated readers, they become better readers. Yet, despite this positive relationship, the subset of research on what motivates children to read is not included among the key components that make up the science of reading. However, it should be. Literacy scholars describe certain actions that teachers can take in planting the seed in their students that will get them motivated to read.

First, educators can incorporate high-interest text into their teaching. This article about reading motivation describes a study which examined the text preferences of a group of children in kindergarten through 2nd grade. The students chose books that were “personally meaningful” or “more authentic” to them. Among the books that captured the children’s interest were non-fiction or those that included a narrative about achieving a specific goal, such as how to care for a pet or become a park ranger. The article suggests that books that are more relatable to students and which depict activities relevant to their personal lives can increase and sustain the motivation to read. A student’s motivation to read can also be increased by giving them the opportunity to collaborate on text with their peers whether that is in a small group setting, a whole class setting, or one-on-one with a classmate or friend. Such engagement not only helps foster reading motivation, but it also enhances a student’s ability for higher order thinking and comprehension of text.

The science of reading approach emphasizes the use of assessments and assessment data.

The science of reading approach emphasizes the use of assessments and assessment data in measuring a student’s gains in attaining reading and literacy skills. This has provided teachers with a valuable tool that they can use in identifying struggling emergent readers who would benefit from targeted intervention.

Professional development is available to help educators adapt their pedagogical practices to provide optimal instruction on the fundamentals of reading.

Following the Virginia General Assembly passage of the Virginia Literacy Act in 2022, school districts in the state have been developing reading instructional curricula aligned with the science of reading approach that is the basis for the law. These materials have been subject to extensive review, feedback, and deliberations involving the Virginia Department of Education, teachers, school district leaders, and education stakeholders throughout the state. Professional development training is available to support teachers in Virginia and elsewhere in providing classroom instruction that will help students develop essential reading and literacy skills. Among these is the Language Essentials for Teachers of Reading and Spelling (LETRS), a training course that delves into how teachers can integrate the fundamental concepts of the science of reading into their teaching strategies.

To learn more about degree offerings in the Literacy and Elementary Education programs within the School of Education, please visit the program websites.