Separating Fact from Fiction About the Science of Reading

Interest in the science of reading has grown rapidly in recent years. But as the term has gained traction, misunderstandings have also grown. A new series of briefs, co-authored by Harvard Graduate School of Education Professor Nonie Lesaux along with literacy specialist Katie Carr, sets the record straight.

Produced for the New York State Education Department and the broader education field, the literacy briefs dispel four common myths about the science of reading:

Fiction: The science of reading is one program, curriculum, or instructional approach.

• Fact: The phrase is a broad term that refers to 50-plus years of research across disciplines — including education, psychology, linguistics, neuroscience, sociology, speech and language pathology and more — about how children learn strong reading and writing skills. Findings, practices, and principles from the science of reading can and should inform the work of those who plan and implement literacy instruction in school districts.

Fiction: The science of reading suggests that reading instruction should teach skills in isolation.  

• Fact: Effective literacy instruction incorporates a range of pedagogical approaches, from isolated practice to integrated application. The aim is to develop foundational word reading skills and competencies while also cultivating critical thinking and building background knowledge to promote reading comprehension. 

Fiction: The science of reading promotes literacy instruction for kids that focuses solely on phonics and decoding skills. 

• Fact: Explicit and direct phonics instruction, where learners are taught the sounds that letters or sets of letters make, is vital in the early grades. But Lesaux says that educators should be careful not to overdo phonics; about 20-30 minutes a day is ideal. Instruction in reading comprehension and oral language is equally important. Successful literacy instruction develops students’ skills and competencies that promote their ability to “learn to read” and “read to learn.”

Fiction: The science of reading is a separate approach from culturally responsive teaching.

• Fact: Culturally responsive teaching and the science of reading share many features and work together synergistically. Children are most likely to develop lifelong reading skills, the briefs say, when classrooms are student-centered, inclusive, and culturally responsive, when the curriculum is rigorous and intellectually challenging, and when educators have high expectations.

A big idea from the first brief in the series

The science of reading emphasizes that literacy instruction should be structured and cultivate six key skills and competencies: