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The "Science of Reading"

The 'Science of Reading' encompasses a vast collection of research on how individuals learn to read and write, emphasizing the importance of both decoding and language comprehension. It challenges the misconception that it focuses solely on phonics, highlighting the need for comprehensive instruction that includes phonemic awareness and comprehension from the start. Additionally, there are significant issues such as gaps in teacher preparation and the need for culturally responsive practices in literacy education.

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12 views2 pages

The "Science of Reading"

The 'Science of Reading' encompasses a vast collection of research on how individuals learn to read and write, emphasizing the importance of both decoding and language comprehension. It challenges the misconception that it focuses solely on phonics, highlighting the need for comprehensive instruction that includes phonemic awareness and comprehension from the start. Additionally, there are significant issues such as gaps in teacher preparation and the need for culturally responsive practices in literacy education.

Uploaded by

tnminhnguyen2803
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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The “Science of Reading”

Even though research about how people learn to read has been around for a long time, the phrase “the
science of reading” has only become popular recently. This can cause confusion, so let’s look at its
definition.

Def:

 a large collection of research from many different fields that looks at how people learn to
read and write. This research has been done around the world over the past 50 years,
using many languages. It helps us understand how reading and writing skills develop, why
some people struggle, and the best ways to teach and support students so they can
succeed.

There are 2 theoritical frameworks aligned with science:


1. The Simple View of Reading
2. Scarborough’s Reading Rope

The Gough and Tummer’s Simple View of Reading explained that reading comprehension is a product of
decoding and language comprehension, while Hollis Scarborough’s Reading Rope points out how the two
work together—with word recognition
becoming increasingly automatic (fluent)
as language comprehension becomes
increasingly strategic.

In viewing these models, it is critical to


recognize:

 Decoding without deep levels of


language comprehension is
insufficient to develop skilled
reading.

 Deep levels of language


comprehension without
decoding will not result in skilled reading either.

 Readers need proficiency in both, thus these essential elements must be taught and developed
as children learn this life-changing skill.

Foundational Elements:

When it comes to “Science of Reading”, most of people misunderstand that it focuses only on phonics. But
The Science of Reading is much more than just phonics:
Starting from the basics of phonemic awareness and leading progressively all the way to comprehension.
Comprehension instruction begins alongside phonics, not afterward.

Because the Science of Reading covers many areas, we will begin by focusing on instructional practices
aligned with it—specifically in the area of Phonemic and Phonological awareness.

In practice:
In earlier grades, phonemic awareness serves as the gateway to all other pillars of literacy. In other literacy
model such as “Whole Language”, students are encouraged to memorize words instead of sound—with this
technique, if students are taught 10 words, they will be able to read 10 words.

But with “Science of Reading”, educators are using strategies that connect letter-sound relationships to
students' home languages where possible.37 For instance, teachers might highlight cognates or similar
phonetic patterns across languages.42 The use of hands-on activities, such as manipulatives like sound
boxes (Elkonin Boxes) and magnetic letters, helps reinforce letter-sound relationships in a multisensory
way.42

Issues:
+ Teacher Preparation Gaps:
Many teacher-prep programs lack detailed standards for Science of Reading methods, leaving new
educators under-prepared for systematic, structured literacy instruction

+ Equity & Cultural Responsiveness


Rigid, English‐only phonics mandates can displace bilingual and culturally affirming practices,
disproportionately affecting emergent bilingual and marginalized students

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