Is There a Definitive Description of the Science of Reading?

Why all teachers and administrators need a common language

“The science of reading is just about phonics.”

“The science of reading is just the latest trend in education. It will eventually fade just like all the others.” 

“If we follow the science of reading, we don’t need to teach comprehension strategies.” 

Does this sound familiar? Anyone who’s embraced practices aligned with the science of reading is likely to hear these misconceptions during casual educational conversations. But why do these misunderstandings continue? Answer: A lack of shared understanding utilizing vetted research surrounding the science of reading has left room for misconceptions and misunderstandings to run wild. 

Without a unified definition, stakeholders often offer their own interpretations, leading to gaps in implementation and, unfortunately, increased frustration among educators. These gaps in understanding can ultimately result in gaps in students’ skills, which is exactly what we are striving to avoid and prevent. 

By demystifying the Science of Reading and fostering a shared language around it, school districts can unify their efforts and empower teachers to provide effective, research-aligned instruction.

To bridge these gaps, it is essential to recognize the science of reading isn’t about pitting approaches against each other, but about uniting behind decades (yes, decades!) of multidisciplinary, evidence-based research. Misunderstandings and misinterpretations only hold us back from what really matters: Aligning and delivering high-quality, equitable education for all students. 

So, what exactly is the science of reading, and why is it so critical to develop a shared understanding among educators and administrators? Let’s dive in! 

Why do we all need a common language?

When introducing something new (or circling back to a complex concept), like the science of reading, it’s tempting to dive right into defining the “what.” What is it? What does it involve? But when we are talking about complex change, we must consider if starting with the “what” is the best way to spark interest and motivation especially with those who are most reluctant. 

Simon Sinek, author and inspirational speaker put it perfectly: “People don’t buy what you do; they buy why you do it.” While we’re not selling a product, the idea holds true when introducing concepts or frameworks that challenge the way we’ve always done it. If we start with the “why,” we create a sense of purpose. It is critical to recognize the notion that change is hard and oftentimes avoided, especially in education, where routines and beliefs often run deep. But when the reason for the change is clear and grounded in something meaningful, people are far more likely to lean in and give it a chance. So, instead of asking, “What is the science of reading?,” let's begin by exploring, “Why does having a common language around the science of reading even matter?” 

When we speak the same language, we’re building a collective commitment to doing what’s best for our students. More specifically, a common language allows educational stakeholders to:

• Collaborate Effectively: When all stakeholders operate from a shared understanding, professional learning communities, instructional coaching, and common planning times become more productive because the focus can shift to intentional planning and monitoring of high-quality instructional practices. 
• Align Practice: District leaders can create consistency and coherency in curriculum, instruction, and assessment, ensuring every student receives the high-quality instruction they need to succeed. 
• Navigate Change: The shift to evidence-based literacy practices often requires challenging the current use of ineffective strategies. A shared language provides the foundation for effective communication and support through transformative transitions. 
• Measure Impact: With a clear understanding of the science of reading, all district stakeholders can evaluate programs and interventions with confidence and accuracy, focusing on fidelity and sustained outcomes rather than quick fixes. 

So what is the science of reading? 

The science of reading is all about understanding how the brain learns to read, using neuroscience to more accurately articulate what really works in teaching literacy. At first glance, it seems pretty straightforward, but as with most things in education, the deeper you dive, the more complex it can get.

In the spirit of practicing what I preach about shared understanding (and not reinventing the wheel), I’d like to shed light on the vast amount of work and intentionality done by The Reading League. This national education nonprofit organization has done the heavy lifting by defining the science of reading in its must-read resource, The Science of Reading, A Defining Guide (2022). Here’s how The Reading League breaks it down: 

The science of reading is 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 (TRL, 2022).

Central to this understanding are two foundational theoretical frameworks: The Simple View of Reading (Gough & Tunmer, 1986) and Scarborough’s Reading Rope (Scarborough, 2001). The Simple View of Reading highlights the essential partnership between word recognition and language comprehension, both of which are necessary to reach the outcome of proficient reading comprehension. Scarborough’s Reading Rope breaks this down further by illustrating how these components interweave into skilled reading over time, emphasizing the integration of foundational skills like phonemic awareness and decoding (word recognition) with skills like vocabulary and background knowledge (language comprehension). These frameworks not only simplify the complexities of reading but also serve as a guide for prioritizing and aligning instruction to what scientific research truly shows works. 

It’s comprehensive, yet clear. And in a field as vital as education, clarity is power. By demystifying the science of reading and fostering a shared language around it, school district leaders can unify their efforts and empower teachers to provide effective, research-aligned instruction. The ultimate benefactors of this unification are the most important ones: The students