Classroom Ideas
It often feels like teachers are being given one curriculum and then asked to jump ship soon after for one reason or another. Although shifting our methods can be frustrating, the latest research behind the science of reading provides compelling evidence that it might be worth our while to change some of our current literacy instruction. After all, exploring new teaching methods and the science behind how our brains learn is simply fascinating! And although it would be impossible for all educators to agree on one approach for teaching reading and writing, we can all agree that we want what’s best for our students.
So, what exactly is the science of reading? Here are the top five items you should know about the science of reading if it’s new to you.
The science of reading
- The science of reading is a large body of research from the past several decades. Research shows that structured literacy is best practice for teaching the foundations of literacy. Structured literacy requires teachers to systematically teach all of the important components of literacy with an evidence-based scope and sequence.
- Instruction should explicitly focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension.
- Within the science of reading, there is a much higher emphasis on phonics instruction rather than rote memorization of sight words.
- Comprehending a text is the ultimate goal of reading, but first students must be able to decode new texts and understand vocabulary and language within the text. Then, students will be able to read to gain meaning.
- Progress monitoring is key! Instruction should be assessment-driven.
Ways to use it in your classroom
It can be extremely overwhelming at first to think about how you might want to change your approach to literacy instruction. Perhaps your district is requiring you to continue to use a balanced literacy approach (like reader’s workshop or guided reading), but you’d like to at least dabble into the world of structured literacy.
If so, here are five simple shifts you can try in your classroom that are evidence-based and follow the research behind the science of reading.
1. Change your “sight words” into “heart words”
The goal behind “sight words” is for students to memorize high-frequency words. However, the science tells us that students actually learn how to read through orthographic mapping, not through rote memorization. Orthographic mapping helps children to connect sounds to symbols.
2. Provide multiple and varied exposures to taught concepts
When students practice using their new knowledge multiple times and in different ways, they are more likely to hang on to that knowledge long-term. Try giving students partner work, computer work, and different kinds of texts to practice learning different literacy skills.
3. Replace your leveled texts with decodables
Implemented decodable texts should match your scope and sequence for teaching phonics in the classroom. With this in mind, students should be able to sound out all words in a decodable book or passage. This is often not the case with leveled texts, therefore students are not as independent and usually cannot apply their knowledge of literacy foundations as easily. Eventually, it is appropriate to retire decodables when students are more proficient readers.
4. Convert your “word wall” into a “sound wall”
To promote orthographic mapping, consider making a sound wall in your classroom. Sound walls help students to learn spelling patterns and graphemes (individual and groups of letters that make different sounds).
5. Implement explicit vocabulary instruction
Introducing tier 2 and tier 3 words during read alouds is a wonderful start, but the science of reading suggests that more explicit vocabulary instruction is vital. Try having students categorize like vocabulary terms, define multiple meanings for the same word, or sort words based on parts of speech.
If you are totally overwhelmed by this new research, just know that you are not alone. We are all learning together! But with a few small changes, we can make a difference in our students’ literacy learning experience.
