Literacy Heroes, Reading Research, and the Work Still to Come
I have had many heroes and unofficial mentors on my own science of reading journey. Among them are Dr. Louisa Moats and Dr. Reid Lyon, so to hear they’ll be together for a podcast conversation is exciting news indeed!
As author of LANGUAGE! Live® and co-author of LETRS®, Dr. Moats has been an inspiration for me throughout my own science of reading journey. It is through LETRS training that my knowledge and understanding of the science of reading prepared me to implement better instructional practices. Dr. Lyon’s recent publication, “Ten Maxims: What We've Learned So Far About How Children Learn to Read,” perfectly highlights the key understandings we can take from research that should be applied to instruction. Both educational leaders have had years of influence bringing science of reading research into the practice of educators. But, as I’m sure they’ll both agree, the work is not yet finished.
As a former classroom teacher and a current literacy coach, I get to see this bridge from research to practice happening in real-time in classrooms. When I spend time with my friends and colleagues who also love the science of reading, we have exciting and inspiring conversations about research, best practices, new understandings, and the impact our knowledge has on student success. These moments give me so much hope and optimism for the future of reading instruction.
But I also spend time with educators who have not embraced the science of reading, intentionally or unknowingly. I’ve also had many conversations with educators at the very beginning of their science of reading journey. They often are overwhelmed by the terminology, the research, and the incredible number of resources on the market labeled for the science of reading. In these moments, I can see how far we still must go.
But the progress is there. We can see it in state legislation and changing teacher-preparation programs. We can see it in professional development opportunities offered to educators. We can see it on social media and across podcast and webinar platforms as access to research and knowledge becomes more widespread. More educators are learning about the science of reading and the quantity of professional resources for learning are increasing. Helping teachers access this bridge between research and classroom practice, while challenging, is a critical place where real change can happen. As Dr. Moats and Dr. Lyon both repeatedly mention in their work, knowledgeable teachers make the difference for students.
As we bridge the gap between research and practice, teachers also need supportive systems for implementing change. They need professional development to build teacher knowledge. They need high-quality, reliable curriculum and intervention resources to use with their students. And they need implementation training and support. All of this must happen within the demands of an already challenging profession and limited time and budgets. It’s a daunting task. But despite the challenges, I know our work will lead to better success for students. We’re in this together.
I am excited to listen to the podcast conversation between Dr. Moats and Dr. Lyon as they share their expertise and experiences about these exact topics. Their work gives us insight into where we’ve been and where we still need to go. And they are the kind of trusted experts we need to bring the science of reading research into practice.
I hope you’ll join me in listening to their EDVIEW360 podcast, Realizing the Promise of Reading Science by Staying the Course: A Conversation Between Dr. Reid Lyon and Dr. Louisa Moats, this month. You’ll find the link to listen here.